How to Handle Awkward Situations at Work

How to Handle Awkward Situations at Work It’s always nice to get as friendly as you can with the people you’ll spend so much of your waking adult life working alongside. But building personal relationships at work can create a few sticky situations. Here are a few of them, and what to do when you find yourself in trouble. 1.  When You Get Promoted and Your Coworker Doesn’tYou get one, your friend in the same position doesn’t. Now there’s resentment and a new power dynamic to negotiate. You can’t share your work drama with the same abandon anymore, because you’re in different roles. The kind of belly-aching you’re accustomed to is no longer appropriate. Also be prepared to withstand some initial resentment.Either way, it’s best to talk about it once out in the open. Be proactive. Address the aspects of your relationship that have to change according to your work functions, but emphasize what aspects of your friendship do not have to change. Check in, be humble, and be honest. It’ll help you both navigate the new situation if you’re still on the same page and can express some solidarity.2. When  You Become Friends With Your BossYou and your boss have become close outside of work. You get in a fight. It makes things†¦ awkward at the office. This is normal. All friends fight. The only tricky bit is not compromising either of your jobs. Keep things civil and professional, and try not to be too defensive. If it’s a minor thing, take a bit of distance, cool off, then send an olive branch email to smooth it over. If it’s major, make it clear that it will not impact your daily office routines, but make a plan to chat outside the office after work.3. When You want Skip Out on a Social EventYour coworker wants you to double date! Fun, right!? But you don’t want to. That’s totally fine. You’re under no obligation to do so. Trouble is, turning it down can be a little tricky. You’ll want t o be as firm as possible, without being mean. When in doubt, try to downshift. Say you’re super busy and would prefer to have some one-on-one time, maybe coffee or lunch! Eventually, she’ll get the hint.4. When You’re  Fighting With Your CoworkerThis is the same as fighting with your boss, just that the stakes are slightly lower. Though you also have the potential to damage the other’s reputation in the office. Be careful not let the fight spill over into the work day and make either of you act unprofessionally. Otherwise, the same rules apply.5.When  You Don’t Want to Make Friends With EveryoneYou’re close with a couple of your coworkers, but not another. You’re under no obligation to let this other coworker into your clique. People have the right to chose their friends and you are not required to be friends with people just because you work together. But do be sensitive to the feelings of the person you are not including. Avoid talking about all the fun stuff you and your pals are going to do in front of this other coworker. It’s the kind way to behave.6.  When You Don’t Fit in at WorkIf you’re the one on the outside of the cool kids clique at work, don’t worry. It doesn’t say anything about you necessarily. And you certainly shouldn’t take it personally. Be warm and civil with your coworkers, and then divert your friendship-forging attention elsewhere. Make sure you maintain an active and fulfilling social life outside of the office so you don’t get discouraged by not being part of the crowd. The upside here is that you’ll focus more on your work and not be as easily distracted by office banter.7. When You Overhear Hurtful GossipYou overhear your coworkers talking about you behind your back. Resist the temptation to throttle them. You don’t have to confront them, but you shouldn’t hide and pretend you didn’t hear either. Take t ime to cool off and give them the space to do the adult thing and apologize. If they don’t, they’re probably not worth talking to.8. When Your Coworkers are Mooching Off of YouAre you always paying for the coffee trip? The happy hour round? Rather than quietly resenting this state of affairs, give your coworkers the benefit of the doubt and the opportunity to set things right. Try saying, â€Å"Hey, you mind grabbing this round? I got the last few.† Or something equally casual. It’s awkward the first couple of times, but you’ll be glad you got better at asking. It’s better than slowly going broke!

Heres Every College That Offers 100% Financial Aid

Here's Every College That Offers 100% Financial Aid SAT / ACT Prep Online Guides and Tips One of the most important questions you will have to ask yourself during your college selection process is whether or not your top choice school is affordable for your family. Affordability has a huge impact on college decisions. Some students will luck out and be offered a nice scholarship by their school that will make things affordable. Others will win independent scholarships. Usually, though, both of these options for financing your education are based on merit, and there is a lot of competition. But did you know that some schools are committed to making sure all admitted students can afford to attend, regardless of whether they are scholarship recipients? Read on to see a list of colleges that meet full need, or provide for 100% of their students’ demonstrated financial need. What Does Demonstrated Financial Need Mean? Part of the application process is filling out a multitude of forms that colleges use to determine how much your family can reasonably afford to pay. The two most common forms are the FAFSA (short for the Free Application for Federal Student Aid) and the CSS Profile (short for the College Scholarship Service Profile). Other schools may have their own forms that they ask you to fill out. On these forms, you’ll have to state your parents’ income and assets, as well as your own (if you have any), and the number of dependents in your household. The government and colleges then run some calculations to decide what’s reasonable for your family to contribute to the cost of your education. Of course, this plan is not foolproof for getting the money you need for college. First of all, many families feel that the government and colleges do not do a very good job of determining how much they are able to pay. The calculations can be different from school to school, and just because an outside arbiter has decided that your family can â€Å"afford,† say, $15,000 per year, doesn’t mean that in reality they can. Many families feel they are in a difficult situation because their incomes are too high for the larger pools of financial aid but too low to be comfortable giving up such a large chunk of money. Of course, the situation is even worse for those who are planning on sending multiple kids to college. Additionally, just because you demonstrate financial need doesn't mean that you will get financial aid- or at least, as much as you need. Many schools simply cannot afford to give away as much financial aid as their students need. They instead give some money, but not enough to cover the cost. For example, let’s say your school costs $54,000 per year. You've been told that your family can afford to pay $20,000 per year- but in reality, that’s a stretch. That leaves you $34,000 short of full tuition. Your school offers to kick in $15,000. So you are left with a gap of $19,000, plus the $20,000 that you couldn’t really afford in the first place. This is why so many students are left with no option but to take out extensive private student loans, often leaving them riddled with massive debt for years after graduation. 100% Meet Need Schools Fortunately, there are some schools out there that are committed to staying affordable for all of their students. Colleges and universities that pledge to meet 100% of their students’ financial need are a relatively rare breed. There are currently fewer than 75 schools that will meet all of your financial need. The schools on the lists below make sure that you get the money you need (outside of your family’s calculated contribution, of course) through grants, loans, work study, and scholarships. Some have taken this generosity one step further and pledged that they will meet the full financial need of their students without requiring them to take out loans. What Does This Financial Aid Look Like? For the top schools listed below, financial aid will come 100% in the form of grants, scholarships, and work study. Grants and scholarships are financial gifts that do not need to be paid back. Work study means that these schools guarantee you will be given a job that will cover some of your costs. However, some of the schools listed below will also include loans as part of their financial aid packages. When a school considers your FAFSA and your aid package, they also determine your eligibility for federal loan programs. These loans need to be repaid, but if they are granted through your school, they count as part of your â€Å"100% financial aid program.† The most common federal loans that you will hear about being part of your financial aid package are as follows: Subsidized Stafford Loans: the government pays interest while you are in school and during your grace periods Unsubsidized Stafford Loans:you are responsible for the interest that accrues while you are studying Federal PLUS Loans:given to theparents of undergraduate students These loans are usually much better than private student loans because they tend to have lower interest rates, grace periods, convenient repayment plans, and loan forgiveness programs. However, there are limits to the amount that a student can borrow every year through federal loan programs. Therefore, some students will additionally be offered loans through their school. Though the rates on these loans are not usually quite as low-interest as federal loans, they tend to have lower interest rates than other private loans. The other big difference between schools that include loans as part of their 100% need-met financial aid programs and schools that leave a portion of your needs unmet and require you to find your own loans is that you qualify automatically for these loans if they are offered as part of your financial aid package. Receiving the loans is as easy as checking a box on your financial aid statement. What Kinds of Schools Meet 100% of Need? As you are looking over the lists below, you might start to notice a pattern.Most of these schools are well known for being excellent in their fields.It’s usually the top schools that are committed to and able to meet 100% of their students’ financial needs. There are a few reasons for this. The first is that, traditionally, these schools are attended by wealthier students. When many students are paying full price, and some even have family members making financial donations to the school, these schools will have more money to spread around to students who are not as well-off financially. Many of these schools also have larger endowments than the average university, which means there is more money to give to students who need it. Finally, meeting 100% of students’ financial needs has become a selling point for top schools that are competing for top students. Once one school started having this policy, others had to match it to stay competitive and continue being attractive to the best students. The bottom line is that you can attend a top school and have it be affordable. The Best of the Best: 100% Need Met Without Loans, Regardless of Income The following schools have the most generous financial aid packets. They are willing to meet 100% of your demonstrated financial need without making you take out loans, regardless of your family income. To illustrate what this means, let’s imagine two students going through a fictional financial aid process. Student A’s parents make $130,000 per year but have a couple of children currently attending college. After looking at their FAFSA, the schools below decide Student A’s parents can make a contribution of $30,000 per year toward average yearly fees of $50,000.Student A would, therefore, get the remaining $20,000 per year in financial aid through scholarships, grants, and work study. Student B’s parents, on the other hand, make just under $50,000 per year. After looking at their FAFSA, the schools below decide Student B’s family should not have to contribute financially. Student B is awarded the full $50,000 through scholarships, grants, and work study. All information below is taken from US News. Now, let's look at these crà ¨me de la crà ¨me schools: Harvard has one of the best financial aid programs out there. Amherst College Bowdoin College Brown University Colby College Columbia University Davidson College Harvard University Massachusetts Institute of Technology Northwestern University Pomona College Princeton University Stanford University Swarthmore College University of Chicago University of Pennsylvania US Air Force Academy US Naval Academy Vanderbilt University Washington and Lee University West Point Yale University Second Best: 100% of Need Met With No Loans for Some Incomes These schools will meet 100% of your financial need no matter what your family’s income is, but if your income is below a certain level, they will also make sure you don't have to take out any loans. Let’s consider Student A and Student B again to illustrate this. Student A’s parents can contribute $30,000 per year toward the $50,000 cost of tuition and living. To meet the $20,000 of need, Student A is offered $3,500 in Subsidized Stafford Loans and $2,000 in Unsubsidized Loans, while theparents are offered a PLUS Loan of $2,500. Student A is then offered the final $12,000 through a combination of scholarships, grants, and work study. Student B’s parents make less than $50,000. Almost all of the schools listed below require no financial contribution from Student B’s parents. Student B is offered the full $50,000 yearly cost through scholarships, grants, and work study. The following schools are taken from US News. Below are the schools that offer this kind of aid: Dartmouth is one of the schools that offers loan-free aid to some students. Cornell University Aid is loan-free if your parents' total income is less than $60,000 and total assets are less than $100,000. Dartmouth College Aid is loan-free if your parents earn less than $100,000. Your family will not be expected to make any financial contribution. Duke University Aid is loan-free if your parents earn less than $40,000. Your family will not be expected to make any financial contribution. Haverford College Aid is loan-free if your parents earn less than $60,000. Families making more than this threshold can expect small loans ranging from $1,500 to $3,000 a year. Rice University Aid is loan-free if your parents earn less than $130,000. Vassar College Aid is loan-free for students from "low-income families." Washington University in St. Louis Aid is loan-free if your parents earn less than $75,000. Wellesley College Aid is loan-free if your calculated family contribution is less than $7,000 and your parents earn less than $60,000. All other students qualifying for financial aid can expect to have a maximum of $15,200 in loans over four years. Williams College Aid is loan-free if parents earn less than $75,000 with "typical assets." 100% of Need With Loans Though these financial aid packets won’t seem as great compared with the non-loan ones above, the fact that these schools commit to meeting 100% of students’ demonstrated financial need is a rare thing. These schools expect students to take out some loans as part of their financial aid packagesbut will make sure that there are no gaps between what the aid package is worth and the cost of tuition. Let’s go back to our fictional students for a moment. Student A’s parents who earn $130,000 are expected to contribute $30,000 per year toward the $50,000 cost of attendance. Student A is awarded $3,500 in Subsidized Stafford Loans, $2,000 in Unsubsidized Stafford Loans, and a $3,500 loan directly from the school. Student A’s parents are also offered a $7,000 PLUS Loan. Finally, student A gets the opportunity to earn $2,000 per year in work studyand receives a grant for $2,000. By contrast, student B’s parents make less than $50,000 and are not expected to contribute anything up front. Student B is awarded $3,500 in Subsidized Stafford Loans, $2,000 in Unsubsidized Stafford Loans, and a $10,000 loan directly from the school. Student B is also offered $3,500 in work study. Student B’s parents get a PLUS loan of $10,000. The final $21,000 is awarded through grants and scholarships. Schools who offer students 100% needs met (with loans) financial aid include the following: USC is one school that meets 100% of financial need with loans. Barnard CollegeBates College Boston College Bryn Mawr College California Institute of Technology Carleton CollegeCase Western Reserve UniversityClaremont-McKenna College Colgate University College of the Holy Cross Connecticut College Colorado CollegeDenison CollegeEmory University (US only) Franklin Marshall College Georgetown University Grinnell College Hamilton College Harvey Mudd CollegeJohns Hopkins University Kenyon College Lafayette College Macalester College Middlebury College Mount Holyoke CollegeNortheastern University (US only) Oberlin College Occidental College Pitzer College Scripps CollegeSkidmore College Smith College Thomas Aquinas College Trinity College Tufts UniversityUCLA Union College University of North Carolina - Chapel Hill University of Notre Dame University of RichmondUniversity of Rochester (does not include Eastman School of Music) University of Southern CaliforniaUniversity of Virginia Wake Forest University Wesleyan University Final Thoughts: Colleges Offering 100% Aid The biggest thing that you can take away from this list is the knowledge that top colleges in the US are working hard to be affordable to all students. If you decide to apply to one of the schools listed above, you can do so with the confidence that you will neither have to come up with the money to finance it up front nor hunt down your own private student loans. And if you don’t see your top choice on this list, don’t be discouraged. More and more schools are working toward being able to cover 100% of their students’ financial needs. Many of the schools that aren’t there yet still have great financial aid packages. Even better, many of them offer merit-based scholarships that you might be eligible for. Also, keep in mind that you should always be on the lookout for outside, private scholarships to help fund your tuition. What's Next? The government can sometimes help with tuition costs, especially if you're from a low-income family. Check out our article to see whether you are eligible for a Pell Grant. As you consider where to apply to college, you might want to look at our list of cheap out-of-state colleges and the most expensive colleges in the country. Don’t be surprised by the surprise costs of college! Read this article to see what college really costs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Freedom of Association in Hong Kong, Great Britain and The United Essay

Freedom of Association in Hong Kong, Great Britain and The United States - Essay Example The paper tells that in Hong Kong, the principle piece of legislation which details the country's position on Freedom of Association is the Societies Ordinance. This ordinance is concerned with the registration of societies, and the rights of societies, so it implicates Hong Kong's Freedom of Association. In order to fully understand the impact of this piece of legislation, it has to be broken down in pieces and analyzed in this manner. First of all, Section 5 of this law states that societies within Hong Kong must register with the Societies Officer within 1 month of the formation of that particular society. The application form for registering must include the name of the society, along with the society's purpose. That said, societies may be exempt from the registration requirement if they are to be established for the benefit of a religion, a charity, or social and recreational purpose. The Societies Officer may refuse to register a society if the Office believes that refusing to register the society is in the interest of the people or the government, in that the society somehow implicates national security, public safety, public order, or the rights and freedoms of others. Furthermore, the Societies Officer may refuse to register a society which has connections with the government of Taiwan, or has a connection with a political organization in Taiwan. The Societies Officer may also cancel the registration of a society, or the exemption from registration for a society, for the same reasons why The Societies Officer may deny an initial application. ... l its case to the Chief Executive in Council.8 If the society appeals, then the society may function during the period of time that the Chief Executive in Council is considering the appeal.9 If the Societies Officer cancels a registration, the society has a right to appeal this as well.10 What the effect is of not being able to register with the Societies Officer, or having a registration cancelled, is draconian – that society would have to cease operations, and if they do not, the officers of the society are subject to fine or imprisonment.11 Moreover, â€Å"triad,† or criminal, societies are automatically deemed to be unlawful.12 Discussion Hong Kong In looking at this portion of the Societies Ordinance, it becomes clear that there is not truly freedom of association in Hong Kong. A number of elements in the ordinance stand out. First, the Societies Officer appears to have a great degree of power in deciding who gets registered as a society and who does not. The Socie ties Officer must only decide that national security, public safety, public order, or the rights and freedoms of others is implicated by the formation of a particular society, and this is deemed as a reason to deny that society the benefits of registration.13 These exceptions are vague and overly broad, and seems like a great number of legitimate societies could somehow fit into one of the categories above. For instance, if a society is deemed to infringe on the rights and freedoms of others, what does that mean? What rights? What freedoms? Also, how does the Societies Officer determine if public order or public safety are implicated? National security may seem obvious, in that if a society is formed which is in opposition to national security goals, then this society may not be registered, but even

International Trade 2 Essay Example | Topics and Well Written Essays - 250 words

International Trade 2 - Essay Example Free trade is not perfect and as you mentioned in your response it also has disadvantages. In the United States a lot of factories have closed down because the firm’s owners decided to move the operation oversees in search of cheaper labor and lower operating costs. I agree with you that imposing barriers of trade is a counterproductive strategy. Most countries around the world have moved away from protectionism practices that impose barriers of trade and instead they are joining the free trade movement. There are many bilateral and multilateral trade agreements worldwide including NAFTA, MERCOSUR, TPP, and G-3. You are correct in your premise that the decision of using free trade should be made by the governments of each nation. Sometimes governments have to move away from free trade in certain industries in order to protect a local product. Protectionism practices are often used in the agricultural industry. Trucknews.com. 23 March 2012. â€Å"NAFTA trade totals reach record level in 2011 at $904 billion. 8 April 2013.

Translation Studies Lecture Essay Example for Free

Translation Studies Lecture Essay Introduction: Translation and Translation Studies Translation and Translation Studies (Definition and a brief history of the discipline) Hermes the god of thieves and liars is also the god of translation. But he has so many other tasks as the god of roads, commerce, travel (these can be connected to translation) as well as arts, magic and crafts not talking about matrimonial matchmaking†¦ A translator has, at least, as many tasks and roles when translating that I hope to show you this term. As a translator, Hermes is a messenger from the gods to humans. As an interpreter who bridges the boundaries with strangers he is a hermeneus. So the word â€Å"hermeneutics† for the art of interpreting hidden meaning can also be traced back to his name. (By the way in Greek a lucky find was also a hermaion. ) What is translation? 1/ oral form is called interpreting or interpretation 2/ written form is called translation that has roughly 2 main categories from our point of view: (a) specialized translation (b) literary translation (Task: Look up the word in different dictionaries and see how different explanations work) e. g translation (an on-line dictionary; mind the phrase underlined: do you agree? ) – a written communication in a second language having the same meaning as the written communication in a first language – a uniform movement without rotation (see the meaning of Hungarian word ‘forditas’); [cf. ‘What’s in a Word? ’ my lecture of April 08, 2007 now an article in Faces of English soon in print] – the act of changing in form or shape or appearance; a photograph is a translation of a scene onto a two-dimensional surface etc. The most common explanation: translation is the expression in one language (target language TL) what has been expressed in the source language (SL) Meaning: †¢ the notion of movement btw. languages †¢ †¦of some kind of content and context †¢ †¦of obligation to find â€Å"equivalents† (expression commonly used in the 1960s and ‘70s; linguistic schools) which â€Å"preserve† features of the original Is total equivalence possible? There is no absolute synonymy btw. words in the same language; even less btw. different languages (one of the causes some say it is impossible to translate). – sg. ‘lost’ or ‘gained’ in the process – translators ‘betraying’ the author’s intentions (cf: Hermes; Italian proverb: traduttore traditore). ’translator is a traitor’ ‘a fordito ferdito’ (Kosztolanyi ABECE a forditasrol†¦. Gondolat, 1957) The term Translation has several meanings: Translation – the general subject field, the abstract concept encompassing the other two Translating – the process, the activity (our main interests during the term) A Translation – the product, the translated text, the target language text A theory of translation must explain both the process and the product. Previously it was rather the product theorists tried to analyse, later interest turned towards the process, and translation today is as much about the translation of cultural, political, and historical contexts and concepts as it is about language. (cf. The cultural turn of the 1990s! the emergence of a new discipline called Cultural Studies that uses translation moreover literary translation as its main field of comparative analysis; all these have generated the emergence of an independent discipline called Translation Studies. ) Cf. [translation turn in Cultural Studies; translating cultures is not â€Å"cultural translation†; see Rushdie= a translated man] (LITERARY) TRANSLATION v v Linguistics (applied linguistics) Literature (comparative literature) Both fields dealt with it marginally and created their own translation theories, explanations (by researchers in linguistics and in literature but not translators! ) First linguists: looking for basic similarities in languages – computers, machine translation They try to understand the mental process of translation: what happens in the ‘black box’ the mind of the translator. (Input and output) 1)Psychological studies: cognitive science (a) perception (b) information processing (encoding and decoding of messages) ( c )memory 2)Language (concerned with psychological a social aspects) (a)psycholinguistics – the process in the mind of the translator focus on decoding and encoding (b)sociolinguistics – place SLT and TLT in their cultural contexts focus on the participants (nature of the message; how codes are used etc) (results made possible to create computer programmes that work in the case of simple systems such as METEO: weather forecast uses a relatively small vocabulary cf. Lecture 3. ) All translation is communication (and all communication is translation) The basic scheme (monolingual): 1/ receive signals containing messages in a communicative system 2/ deconstruct. 3/ reconstruct (vertical transfer e. g. historical epochs; horizontal transfer: e. g. social classes)–(cf. readers’ interpretation of a text) The basic scheme ( BILINGUAL ) The translator is a communicator, â€Å"a mediating agent† btw. 2 different languages – 2 different monolingual language communities; decodes message transmitted in one lang. and re-encodes it in another. The main diff. lies in the encoding, re-encoding process: †¢ the message must be re-encoded into a different language †¢ the same message as received †¢ aimed at a group of receivers who are not the same as the original sender  Faced by a text we have to work out 1) the semantic sense of words, sentences †¦ 2) its communicative value 3) its place in time and space 4) information about the participants involved both in its production and reception There are 6 questions to consider: 1 WHAT? – message contained in the text 2 WHY? – intention of the sender (purpose of the text issued; underlying structure : informing; persuading, flattering etc. but text usually possess more than a single function – multiple function – task of the receiver to find primary intention, function 3 WHEN? – time of communication realized in the text (e. g.historical context; past, present, future†¦) 4 HOW? – a) manner of delivery (serious, ironic); tenor of discourse b) medium of communication (channels: verbal, writing†¦); mode of discourse 5 WHERE? – place of communication (physical location realized in text) 6 WHO? Participants involved in communication (sender –source language, receiver –target language (reveal characteristics of speaker/writer as individual) Lets see the a model of communication in the case of translation proper: 1 translator receives signal 1 containing message 2 recognizes code 1 3 decodes signal 1 source language 4 retrieves message  5 comprehends message - 6 translator selects code 2 target language 7 encodes message by means of code 2 8 selects channel 9 transmits signal 2 containing message (Bell: 19). As a result: there are 2 codes, 2 signals 2 texts –2 sets of content (more than 1 message) as there is no 100% equivalence – 2 kinds of explanation Translation process: transformation of SL text into TL text by means of processes, which take place within memory 1) analysis of SL text (language specific) into a non-lang. specific, universal semantic representation (cf.  metatext) 2) synthesis of it into another lang. specific (TL) text Theory won’t solve translators’ problems but helps when looking for solutions in particular cases. (more conscious ). What is the unit of translation? Word, phrase, sentence, paragraph –but one has to have the whole text (with its special qualities) in mind when trying to find solutions! What is translation studies? A new academic discipline that is a) multilingual, b) interdisciplinary James Holmes defined it as â€Å"the complex of problems clustered round the phenomenon of translating and translation. It is really the discipline of the 1990’s: 1)a number of specialized translating and interpreting courses (in the UK. at least 20 postgraduate courses in 2000) and even more BA course at departments of translation in a number of European and non-European countries. / A smaller number of schools specialized in literary translation (but nearly everywhere in Europe! ) 2) conferences and workshops (organized by universities and international societies e. g. EST) 3) journals Babel (NL), Meta (Ca), Target (Israel/Belgium)†¦ 4) Publisher specialized on TS: Multilingual Matters, John Benjamins, Rodopi, Routledge, St. Jerome.

A Deconstructionist Perspective of S. E. Hintons The Outsiders Essay

A Deconstructionist Perspective of S. E. Hinton's The Outsiders The unseen layers present in S. E. Hinton's The Outsiders make it possible for the reader to develop differing interpretations of the novel. The ambiguity of the text is recognized within the deconstructionist approach to literature. Deconstruction allows the reader to focus on particular elements in the text that divulge the underlying themes. In focusing on two key scenes in The Outsiders, deconstruction explains how Hinton's use of these scenes gives the reader insight into two opposing themes within the text. The two scenes consist of Ponyboy's and Johnny's confrontation with the Socs and also when Ponyboy and Johnny save the children in the burning church (54-57; 91-93). In these two scenes, Hinton manipulates the characters' reactions to illustrate two divergent readings of the text. Critics have consistently argued whether Hinton intended the text to be read as a realistic account of teenage life, or a text that embodies the idealism of youth. I believe the answer lie s within both interpretations, for the boys must face the reality of their actions and also individually come to terms with what or whom they consider worth dying for. In interpreting the text as a realistic account of teenage life, it is evident that the author deals with the real issues that youth face, such as violence and class conflict. The first key scene exemplifies these impending dangers with the boys' reactions to being surrounded by the Socs in the park. The narrator, Ponyboy, describes Johnny "as white as a ghost and his eyes were wild-looking: (54). Ponyboy implicates Johnny's earlier encounter with the Socs as the cause of Johnny's overwhelming fear. Ponyboy ... ... matter of an instant. In analyzing two key scenes from The Outsiders, the text belies the contradictory themes of the reality of teenage life and the idealism of youth. In focusing on these scenes, the reader observes how Hinton dismantles her own text with her use of oppositions in the reactions of Ponyboy and Johnny. Although two contrasting themes are represented, it is not necessary to choose between them. With the critical approach of deconstruction, the reader recognizes the significance of opposition within the text. I believe this simultaneous understanding of both discourses is the only way a reader can truly appreciate the depth of Hinton's work, for the greatest enlightenment stems from the realization that the true message lies within the many thematic shades of gray. Works Cited Hinton, S. E. The Outsiders. New York: Penguin, 1995.

Innocence and experience in Blake’s Songs Essay

A Romantic as he was, William Blake created his rather simple songs as an opposition to the poetry the eighteenth-century poets tried to impose, the so called ornated word,poetry of beautiful words saying very little. Songs of Innocence and Experience are about the â€Å"two contrary states of the human soul† as Blake put it. To confirm this he wrote some of the poems of Innocence with their pairs in Experience. Such a pair is â€Å"The Lamb† from Innocence and â€Å"The Tyger† from Experience. â€Å"The Lamb† consists of two stanzas, each one of them based on simple rhyming scheme like the children’s songs. The first stanza poses the questions while the second one is left for the answers. The questions are for the lamb, the speaker, presumably a child, asks the animal who has made it. The whole description of the animal supposes a meek and good one, the use of soft vowels makes the perception stronger. The second stanza gives the answers, although obvious, they are given in the form of a child’s puzzle, showing a bit of naivete. After a bit of a puzzle-playing the answer is crystal clear, the creator of the lamb is God. With the lines â€Å"For he is called by thy name/For he calls himself a lamb† Blake reminds the reader of the Bible and more specifically of Jes us, who after his Crucifixion becomes the Lamb of God. Following this, the lamb is a symbol of naà ¯ve innocence, also suffering one. â€Å"The Tyger† is the â€Å"experienced† poem of the pair. The lines â€Å"Did He smile His work to see?/Did He who made the lamb make thee?† may be considered a symbolic centre of the poem. The persona asks the tyger if his creator is the one who created the lamb. The questions are seeking an answer and at the same time are showing deep disbelieve, how can God who created the meek lamb create also the fierce tiger and frame his â€Å"fearful symmetry†. If innocence is naà ¯ve and suffering then experience, according to â€Å"The Tyger†, whose eyes have burnt in â€Å"distant deeps or skies†, should be dark and fierce having collected all the darkness â€Å"in the forests of the night† as is presented the life of the grown-up people in â€Å"The Tyger†. If â€Å"The Tyger† from Experience is the opposite poem to â€Å"The Lamb†, â€Å"To Tirzah† doesn’t have a particular opposite in Innocence, it may be considered as a single poem opposing the whole of Songs of Innocence. Tirzah is one of the five daughters of Zelophehad, also the name of the capital of  Israel, which is in opposition with Jerusalem, the city of God. The first stanza begins with the well-known fact that â€Å"Whate’er is born of mortal birth† dies. And ends with the question â€Å"Then what have I to do with thee?†, it seems it is directed exactly to that mortal part of humans. The second stanza is a reminder of Genesis, the fall of Adam and Eve when looking for knowledge and their curse when drown out of Heaven, men to work with sweat on their foreheads and women to cry of pain while giving birth to their children. In the third stanza Tirzah proves out to be the mother of the â€Å"mortal part† of humans and thus mother of death. The persona of the poem seems to be a young man who is angry with his mother for giving him life that inevitably ends in death. The young man may also be afraid to break the bond with his mother and live in the world of experience on his own. The last stanza opposes life on earth whose â€Å"tongue is made of clay† and life in heaven whose symbol is Jesus and his crucifixion. Experience understands the simple rules of life that what is born dies and can’t accept them, while innocence accepts and amuses in everything even in perceiving experience. The bond between innocence and experience when judged from â€Å"To Tirzah† seems to be the bond of a blissful student to his desperate teacher. Such blissful innocence is presented in the â€Å"Introduction† of Songs of Innocence. The poem begins with a piper’s song, the persona sees a child on a cloud, an ordinary symbol of blissful innocence, the child/angel is enjoying the piper’s song, which in Blakean times is considered to be the purest of all. The child nearly orders the piper to â€Å"Pipe a song about a Lamb!†, innocence enjoys the song about another blissful innocent creature – the lamb. Experience in the form of the grown-up piper praises and at the same time amuses innocence. The bond between â€Å"the two contrary states of the human soul† is a mother-child relationship. Experience teaches innocence as the piper writes down in a book the songs he knows so that â€Å"Every child may joy to hear.† But the mother also protects her child, so does experience as is clearly seen from the poem â€Å"Holy Thursday†. Children, the most common symbol of innocence, are walking two by two and â€Å"grey-headed beadles† are leading them to St. Paul’s cathedral, experience protects innocence and leads it to a place where God will guide and protect it. In the second stanza of the poem innocence is a multitude, children are like â€Å"flowers of London town†, â€Å"multitudes of lambs†, innocence is being united with nature. Following the flow of thought innocence seems to glow with its divine image as is presented in â€Å"The Divine Image† from Songs of Innocence. The first stanza of the poem states that Mercy, Pity, Peace and Love are the four most important virtues that every man prays to. The second stanza reveals that the virtues symbol of innocence and purity are God and human â€Å"His child and care†. Reading on the poem shows that man is made up of virtues and possesses the human form divine, the purest and Godly innocence. If innocence is â€Å"the human form divine† then what is experience and what have they to do with one another? Does â€Å"London† from Songs of Experience give the answer? â€Å"London† is symbol of fallen humanity, symbol of the dark face of the industrial revolution that Blake’s contemporaries so much prided on. The persona’s journey begins with â€Å"I wander†, he walks through â€Å"each chartered street†, in Blakean times charters were given to rich people as a permission to rule given city. A city, in our case London, may be chartered, but Blake uses irony when defining the river Thames as chartered because a river cannot be put under human rules. The whole city, even the river, look like prisoners that’s why the persona can observe â€Å"marks of weakness, marks of woe† on every face he meets. From the first stanza his journey seems to be a sad walk through experience. In the second stanza the poet uses repetition in order to make the impact of his words stronger. He mentions manacles that were an ordinary thing to be seen on the hands of prisoners that were sent to Australia. But Blake’s manacles are ‘mind-forged’, a symbol of moral rules and laws that restrict â€Å"civilized† people. This image is also an allusion to Rousseau’s statement that â€Å"Man is born free, but everywhere he is in chains.† The third stanza gives more specific examples of weakness and woe. The image of the child chimney-sweeper crying is a symbol of the unlawful use of child’s labour; the second – the blackening church appalls every one, the church is blackening as a symbol of stagnation, injustice, wrongly used power of not helping those that most need its caress – the poor. And last but not least the sound of the hapless soldier’s sigh; Blake  uses hyperbole in this particular image when describing that the sigh â€Å"Runs in blood down palace walls†. Being a reminder of the French revolution the poet warns the king and the people who rule the â€Å"chartered streets† and â€Å"the chartered Thames† that the misfortunate British may rise following the example of their soul mates – the French. The action in the last stanza takes place at midnight, the time when all monsters come out to haunt the living, this is the time of full darkness, symbol of impurity. At midnight the young harlot is forced to sell her body in a society where money is God. Blake uses a rather strong oxymoron to outline her image, â€Å"marriage hearse†, there can never be such a thing or it can in a London with â€Å"chartered streets† and â€Å"blackening church†; her curse damns lost innocence that can never be returned. â€Å"London† has a simple AB rhyming scheme that is typical for nursery rhymes, its innocent representation is in ironic opposition with its content, exactly like London of Blakean time, it was considered the peak of civilization while from the inside it was rotting away. From â€Å"London† it looks like that the bond between innocence and experience is very narrow, to enter experience one just has to be aware of evil. Experience is also understanding and accepting death, most fearful of all experience. â€Å"The Fly† from Songs of Experience proves it. At first sight the poem’s theme is about destruction, the persona kills the fly; but as the speaker identifies with the fly in the third stanza he is also vulnerable to â€Å"some blind hand† that may brush him away, the hand of the inevitable, of blind providence. The perspective of the persona killing the fly is turned a bit sideways with the act of the speaker’s identification with the fly; his act of killing may be not aimed to the fly but to himself. The last two stanzas are the most enigmatic and at the same time most universal ones. The forth stanza toys with the idea that if â€Å"thought is life† meaning that knowledge is life and â€Å"the want of thought is death† – an allusion to the Bible, when Adam and Eve are repelled from Heaven for seeking knowledge, when leaving Heaven they leave innocence behind and enter experience where they learn of death. But the poet shows death as the lack of thought, the lack of life, he teaches us that the price for gaining experience is losing innocence but death may be the gate to achieving regained innocence, because if death is the lack of thought then it is the lack of experience meaning  that it is regained innocence. Experience also has its own unique form according to the â€Å"Introduction† of Songs of Experience, its voice is the voice of the ancient bard who â€Å"present, past and future sees†, its ears have heard the Holy Word that is symbol of Jesus who â€Å"walked among the ancient trees† more than 2,000 years ago. The form of Innocence is presented in â€Å"Holy Thursday† from Songs of Innocence. The most well-known symbol of Innocence is the child, on that ground children are presented in the first stanza of â€Å"Holy Thursday†, children are walking two by two and beadles are leading them to St. Paul’s Cathedral, Experience is guiding Innocence to the cathedral were Innocence is to be protected by God himself. In the second stanza the children are multitude, they are like lambs and exactly then and there Innocence is united with nature. In the last stanza the children raise their voice to Heaven and the aged men, Experience, are still there to protect Innocence. Innocence is also symbol of new life being born as is presented in â€Å"The Echoing Green† from Songs of Innocence. â€Å"Spring† in the first stanza of the poem is symbol of the new life, of new Innocence being born. The colour of Innocence, as is easy to be guessed, according to the poem is green. The second stanza presents happy old people, sitting under an oak tree, and laughing at the youths’ games. They remember their own children’s games and their Innocence returns on the echoing green. The last stanza is no more cheerful, youth is tired and everyone is returning to their homes â€Å"like birds in the nests†; the echoing green is no more, it is darkening, like a haunting experience, like a date on which Innocence will come for the last time and be gone forever. Interesting connection between innocence and experience provide also the pair of poems â€Å"The Chimney-Sweeper† from Songs of Innocence and the one from Songs of Experience. â€Å"The Chimney-Sweeper† from Songs of Innocence is Blake’s most ironic poem if he ever intended to write such. In 18th century England the chimney-sweepers were little children, most often orphans or  from poor families. Such is the case with the persona of the poem, when his mother dies his father sells him to be a chimney-sweeper and dooms him to sure early death because the chimney-sweepers from that time lived until they were seven or eight years old and died most often of respiratory problems caused by the soot. That is the story of the child-persona told in the first stanza while he walks the streets and cries â€Å"Sweep, sweep, sweep† as a kind of commercial for his job. But the misspelling of the word is not by chance, the author chose to write â€Å"Weep, weep, weepâ €  because misery is the true occupation of the child – chimney-sweeper. The story goes on in the second stanza with little Tom Dacre. His head is â€Å"curled like a lamb’s back† and that is allegory to another poem from Songs of Innocence â€Å"The Lamb†, like the lamb Tom is meek and innocent and he cries when his hair is shaved. The child-persona consoles him that when shaved the soot cannot spoil his white hair; so far innocence blinded Tom when it is â€Å"shaved† he could see the real world. So in the third stanza he is quiet and has a dream that thousands of sweepers are â€Å"locked in coffins of black†. Knowing the hard lives of England’s 18th century child-chimney-sweepers the â€Å"coffins of black† are the chimneys that buried the children. The forth stanza is left for the angel with the bright key who comes and sets all the chimney-sweepers free. But the only Angel who has such a key is the Angel of Death. Tom dreams that all are running down a green plain, washing in the river – all these are symbols of innocence. Later on the Angel tells Tom that if he is a good boy and does his work well he’ll have God for his father, meaning that he’ll return to innocence but only after his death. The children chimney-sweepers are doomed to have entered experience and the bad part of it too early and innocence is for them only a dream. â€Å"The Chimney-Sweeper† from Songs of Experience opposes the one from Songs of Innocence. â€Å"A little black thing† enters the scene, the child-chimney-sweeper has become one with the soot, he has even obtained its colour. As in Songs of Innocence the perssona cries â€Å"weep† instead of â€Å"sweep†, it sound is part of a melody whose notes are â€Å"the notes of woe†. The second stanza begins with â€Å"Because†, the child-chimney-sweeper feels that because he was happy upon the heath and smiled his parents have given him the clothes of death and give him to it. The persona is angry, he is no  longer innocent because anger is feeling of experience, so he enters experience angry. His parents think they have done him no injury and are gone to praise the Lord who cannot save the child from singing his â€Å"notes of woe†. In the last line of the poem God is frankly accused of being an alliance with church and state who â€Å"made up a heaven of our misery†. Heaven is no more a consoling place for the child-chimney-sweeper who has entered experience it is a place made up of the misery of his fellow â€Å"black things†. Blake’s Songs prove his statement that innocence and experience are â€Å"the two contrary states of the human soul†, the relationship between the two is always opposition: innocence is meek and suffering while experience is fierce and dark but experience accepts and understands life as it is while innocence amuses in everything, it is united with nature. The Godly innocence is the human form divine. Sometimes the bond between innocence and experience is very narrow, to enter experience one has to be aware of evil, experience is also understanding and accepting death. The most well-known form of experience is the grown-up while innocence is the little child, the colour of innocence is green, while those of experience is black. And last but not least the relationship between innocence and experience is that they are both states of the human soul but to the first one is given the blissful life, to the second – the angry existence.

Examining Cell Phone Effects Essay

Kailla Schlimm’s article â€Å"The Effect of Cell Phones in Modern Society† addresses issues on how cell phones have altered modern day society. Schlimm’s article is mainly targeted towards children and teenagers. She begins by expressing the main point that some people rely on their cell phones for everything and gives reason of why this may be and list examples. Schlimm then extends her argument and tells how cell phones are used and what they are used for. Schlimm also confers how cell phones may be great, but they also can cause problems. After each problem is addressed, the reader may want to stop and think about the positive effects and negative effects of cell phones. Schlimm focuses on the many problems that cell phones can cause. In doing so, she reveals examples of danger and harm that they may cause. She begins by proposing explanations of how cell phones can be used improperly. For example, she say â€Å"Phones of the twenty-first century may be great at times, but at the same time the do cause a few problems. For instance, there are people who text and drive† (Schlimm). Schlimm then makes a reference to how this problem may add to the chance of getting into a car wreck even more than drinking alcohol and driving. She explains how this increases problems for the safety of the person texting, as well as all the other drivers. Not only does Schlimm address problems that occur while driving, she also approaches problems that are increasing in schools and homes. Schlimm declares, â€Å"Children are becoming distant for their parents because they are always on their phones focused on other less important thing.† After her statement she explains how some children admit to playing games during dinner, or even church. Also how students use their cell phones to text during school, and their cameras to cheat. She ventures on to acknowledge how these actions cause problems in relationships, families, and the workplace. Overall, Schlimm has her article formatted well. She addresses and lists the problems the have arose since cell phones have become a vital part of society. She provides reasoning and examples behind each statement made. She says, â€Å" Cell phones are basically miniature computers.† She adds that sooner or later there will be no need for computers at all. If this statement is true, it proves that cell phones have had an enormous effect on society and have taken over lives. Schlimm’s essay was effective in many ways. She has fully presented each statement without out-weighing the positives and negatives. . One thing Schlimm could have done differently is given herself more credibility to equal out the balance of the logical and facts and examples she expresses. She could have given an example of a positive time where she has used a call phone and a negative. This would have made the reader feel more inclined to believe that all of her statements are true. With all the facts she finishes by saying that cell phones can be very negative at times and may cause problems, but when they are used properly they may be a wonderful thing. Works Cited Schlimm, Kaila. â€Å"The Effects of Cell Phones in Modern Society.† The Talon. 11 November 2010. Web. 5 February 2012. http://www.elhstalon.net/features/2010/ 11/11/the-effects-of-cell-phones-in-modern-society/

Family values Project essays

Family values Project essays Gang violence only takes place in big, urbanized, poverty stricken, low class neighborhoods and does not have any effect on middle or upper class areas; or does it? The Mall of America shooting exemplifies how gang violence can erupt anywhere and that no part of society is immune to this problem. As the mall employee in the article states, you just cant be safe anywhere. Every time you turn around someone is being shot, or beat up, or killed. Why are events such as the mall shooting so common? Why do these tragedies even take place? What is the motivation for people to engage in such immoral and delinquent behavior? Do people who commit crimes such as murder fit an exact stereotype? All of these questions must be examined to properly understand what caused this horrible catastrophe at the Mall of America that took the lives of two innocent bystanders who were waiting to see a movie at the mall cinema. The violent occurrence that took place at the Mall of America in Minnesota erupted late while mall workers were closing up shop and customers and patrons of the mall movie theatre remained inside. Police believe this incident to be a gang related dispute that was sparked by a verbal confrontation between the groups who were hanging out at the mall. This confrontation led to twelve gunshots being fired and the killing of twelve-year-old Enrique Suarez and twenty-one-year-old Mario Cardenas. When conveyed to the public, shocking atrocities such as the mall shooting can have a negative and lasting effect on society. Could an incident such as this create a moral panic? What characterizes a moral panic? According to Goode & Ben-Yehuda, a moral panic is defined by five key elements. First, there must be a heightened sense of public concern caused by the event. As with the mall shooting, this is clearly evident. The statement issued in a press release by the head of the Minneapolis police department, James Martin, is a prime ex...

Tiempo demora papeles para hijos de ciudadanos EE.UU.

Tiempo demora papeles para hijos de ciudadanos EE.UU. El tiempo que se demora la tarjeta de residencia permanente conocida como green card para los hijos de los ciudadanos americanos depende de diversos factores como la edad y el estado civil, es decir, si estn solteros o casados y, en algunos casos, incluso de la nacionalidad del hijo pedido. En este artà ­culo se explican las tres grandes categorà ­as que determinan los tiempos de demora en las peticiones de padre o madre ciudadano a su hijo o hija: hijos solteros menores de 21 aà ±os, hijos casados de cualquier edad e hijos solteros mayores de 21 aà ±os. Sin embargo, se comienza explicando que, en ocasiones, no es necesario pedir los papeles porque los hijos son ya ciudadanos estadounidenses aà ºn cuando no nacieron en EE.UU. Se finaliza explicando por quà © los mexicanos pueden tardar mucho ms que las personas de otras nacionalidades, el caso de peticiones a hijastros y referencia a peticiones de residentes a hijos. Cundo los hijos de ciudadanos son tambià ©n estadounidenses Antes de iniciar el proceso de solicitar los papeles para los hijos, los ciudadanos estadounidenses deben verificar que dichos hijos no son ya ciudadanos de pleno derecho. Y es que cuando un nià ±o o una nià ±a nacen en otro paà ­s pero tienen padre o madre estadounidense es posible que sean ciudadanos de EE.UU. por derecho de sangre. Cabe destacar que las leyes han cambiado a lo largo del tiempo y que en el pasado se pedà ­an otros requisitos. El documento fundamental para probar la ciudadanà ­a americana en este caso es el reporte consular de nacimiento en el extranjero. Adems, en el caso de adopciones internacionales por parte de un ciudadano, en mayorà ­a de los casos los nià ±os adquieren la ciudadanà ­a americana automticamente. En una minorà ­a de supuestos, los menores ingresar a Estados Unidos como residentes permanentes y se debe tramitar posteriormente solicitud de ciudadanà ­a. Demora de papeles para solteros menores de 21 aà ±os A la hora de pedir la residencia permanente para hijos por parte de ciudadano, la tramitacià ³n ms rpida es la que se hace para los hijos solteros menores de 21 aà ±os. Se les considera familiares directos del ciudadano y por eso la demora solamente alcanza al tiempo de trmite de los papeles. Dicha demora va a depender de la carga de trabajo en el centro del USCIS al que le corresponda tramitar la solicitud. Asà ­, en el momento en que se escribe este artà ­culo, el centro de Vermont se est demorando entre 4 y 7 meses en tramitar la peticià ³n mientras que el de Potomac, que es el que ms retraso acumula, entre 9 meses y medio y un aà ±o. Cabe destacar que no se puede pedir centro de procesamiento sino que la peticià ³n se tramita en la que toca por ley. Adems, si el hijo est en Estados Unidos y puede ajustar el estatus, despuà ©s de aprobarse la peticià ³n de la solicitud hay que computar el tiempo para el ajuste. Si est fuera de EE.UU. y se sigue el procedimiento consular, hay que calcular unos seis meses desde que se obtiene la aprobacià ³n de la solicitud al momento de finalizar todos los trmites en el consulado. Por à ºltimo, en las peticiones de green card la edad es fundamental. Es importante conocer en quà © casos la edad se congela y se pueden obtener los papeles solicitados y en quà © casos se pierden los derechos. Demora de papeles para hijos solteros mayores de 21 aà ±os En este tipo de peticiones la demora es larga y comprende dos fases. En primer lugar, se trata de esperar a que USCIS apruebe la peticià ³n. Aquà ­ hay grandes diferencias entre los centros de procesamiento. Asà ­, en el momento en que se escribe este artà ­culo el centro de Texas se est demorando entre 6 meses y medio y 8 meses y medio en aprobar o negar la aplicacià ³n. Sin embargo, el centro de Vermont se est demorando entre 67 y 87 meses en tramitar la solicitud de papeles por parte de ciudadano para hijos solteros mayores de 21 aà ±os. Pero es que adems, despuà ©s de la aprobacià ³n por parte de USCIS hay que esperar bastante ms. Esta categorà ­a forma lo que se conoce como Preferencia 1 o F1 de las visas de familia. Se conceden 23.400 por aà ±o fiscal y como hay ms peticiones que visas de inmigrante disponibles en esta categorà ­a, eso quiere decir que hay que esperar a que llegue el turno y se procesen todas las peticiones ms antiguas. Para tener una idea de cunto es en la actualidad esta demora, lo mejor es consultar cada mes el boletà ­n de visas que publica el Departamento de Estado. En el momento de escribir este artà ­culo, en la categorà ­a F1 de hijos solteros de ciudadanos se estn tramitando las peticiones presentadas hace 6 aà ±os y medio para los casos de pedidos de Espaà ±a y de Latinoamà ©rica, excepto Mà ©xico. Para el caso de Mà ©xico, se estn tramitando las peticiones presentadas hace 20 aà ±os. Hijos casados de ciudadanos americanos de cualquier edad Esta categorà ­a se conoce como F3. Tambià ©n se otorgan anualmente un total de 23,400 visados de esta clase. La demora aproximada es de doce aà ±os para los espaà ±oles y latinoamericanos, con la excepcià ³n de los ciudadanos de Mà ©xico, para los que la demora es de 20 aà ±os. Como en el caso anterior se puede consultar las demoras aproximadas consultando el boletà ­n de visas.  ¿Por quà © los mexicanos esperan ms en categorà ­as F1 y F3? La razà ³n por la que la espera de los mexicanos es mayor a la del resto se debe a que no se permite que ningà ºn paà ­s se lleve por aà ±o ms del siete por ciento del total de las visas de inmigrante disponibles para esas categorà ­as. Y como la demanda en Mà ©xico es tan grande por eso se producen estas demoras tan largas. Demora de papeles para hijastros de ciudadanos Los estadounidenses pueden pedir los papeles para la tarjeta de residencia para los hijos de su esposo o de su mujer extranjeros. La condicià ³n fundamental es que el matrimonio haya tenido lugar antes de que los hijastros hubieran cumplido los 18 aà ±os de edad. Los requisitos varà ­an si los hijos son solteros y menores de 21 aà ±os o si son mayores de esa edad o estn casados. La situacià ³n diferente de los hijos deresidentes permanentes El caso de los hijos de los residentes permanentes es muy distinto. El tiempo que  se demora la peticià ³n de un residente para sus hijos  es ms larga y adems estn excluidos de las peticiones los hijos casados de cualquier edad. Consejospara migrantes Si se tienen dudas y no se sabe cul es el lugar adecuado para obtener la respuesta, consultar esta lista completa de telà ©fonos a los que marcar, segà ºn el tipo de inquietud que se tiene. Si los hijos estn en edad escolar es conveniente conocer cà ³mo funciona el sistema educativo de los Estados Unidos. Por à ºltimo, es aconsejable tomar este test sobre la residencia permanente porque es una forma fcil y divertida de aprender aspectos fundamentales sobre la green card. Cuando ms se sepa, mejor. Puntos clave demora peticiones papeles de ciudadano para hijo Hijos solteros menores de 21 aà ±os: aproximadamente 12-18 mesesHijos casados mexicanos: ms de 20 aà ±osHijos casados otros paà ­ses: 6 aà ±os y medio - 7 aà ±osHijos solteros mayores de 21 aà ±os mexicanos: ms 20 aà ±osHijos solteros mayores 21 aà ±os otros paà ­ses: ms de 12 aà ±os Este es un artà ­culo informativo. No es asesorà ­a legal.

Case Study Research Paper Example | Topics and Well Written Essays - 2000 words

Research Paper - Case Study Example This was however, made beneficial by incorporating the conditions into the forecasts of exchange rates. The forecasts were readily available as they were within the contact of managers. The case was expanded by including annual exchange relationships, as well as potential political events that indicated relations with exchange rate behavior. Although the process may seem to distract students, the simplifications utilized were essential for the provision of a sufficiently detailed analysis. The process also included a keen focus on the beneficial techniques, as well as financial aspects included in the case. Some issues were however over looked although an individual who reviews the analysis would easily reincorporate them. Political contemplations principal to investments were also initiated in the process. This was to help meet the requirements of a vast customer. Capital budgeting is the main subject matter of this case in regards to a multinational organization. Rudimentary comprehension of basic techniques in capital budgeting is essential in evaluation of the case (Bierman, Harold & Smidt, p. 382). However, some issues require advanced knowledge to analyze and the present resolution of the case. Automotive Specialties, Incorporated (ASI) is a multinational holding company classified as a domestic division. It has been delegated the role of building a new plant in Mesa Verde, a small country in South America by its largest customer. Jamie Miles an Assistant treasurer at ASI did the analysis and forecasts of the customer’s proposal. Uncertainty of the investment was done in collaboration with Fujimora Transport though the investment value was not determined. The management of ASI needed to consider some of the customer’s motives prior to commitment of finances in the implementation of the project. This case indicates the fact that capital budgeting involving multinational organization is similar to the basic capital budgeting that students are

How a firm can make an entry into EU economic zone Essay

How a firm can make an entry into EU economic zone - Essay Example According to the research, European Economic Area was established in 1994 in order to facilitate trade between different member countries and to outline a uniform framework for member countries to actually trade with each other without any significant barriers to entry. In order to make a successful entry into any new market, it is important that the international firms must take into consideration particular factors related to that economic zone. Each zone has its own unique characteristics in terms of its demographics, culture, economics, legal framework, political environment as well as other issues which can directly have an impact on the organization and the way it is going to operate in that region. EU shares a larger cultural heritage which is relatively similar across all countries with most of the countries speaking either German or French with English being dominating language in the UK only. The cultural similarity coupled with integrated economic zone has actually made it easier for international firms to actually make an entry into this region. However, due to the uniqueness of the culture, economic integration, geo-demographics as well as legal and social factors, new businesses can easily tap into the great potential offered by EU economic zone comprised of many countries of the region. Increasing economic burden on the countries like UK and Germany to actually pay off for the sovereign debt of countries like Ireland, Greece, Spain, and Italy making it difficult for these countries to actually normalize political pressure in their own home countries.