The Implications of Globalization and Technology on Negotiation

Requisitos para viajar sin visa a EE.UU. como turista

Requisitos para viajar sin visa a EE.UU. como turista Cada aà ±o, millones de turistas viajan sin visa a Estados Unidos porque tienen un pasaporte de uno de los 38 paà ­ses incluidos en el Programa de Exencià ³n de Visados (VWP, por sus siglas en inglà ©s). En este artà ­culo se informa sobre quà © paà ­ses estn incluidos en esa lista, los casos de doble nacionalidad, cules son los requisitos, quà © es la autorizacià ³n para viajar o ESTA, tambià ©n mal llamada visa electrà ³nica, cul es su costo y, finalmente, cules son las ventajas y los inconvenientes de ingresar sin visa a ingresar con visa de turista B2. Paà ­ses en Programa de Exencià ³n de Visas y doble nacionalidad En la actualidad,  38 paà ­ses estn incluidos en el Programa de Exencià ³n de Visados, casi todos europeos o asiticos. Esta regla general tiene una excepcià ³n y es que si los ciudadanos de esos paà ­ses tienen doble nacionalidad con Irn, Irak, Siria o Sudn entonces no pueden beneficiarse de ese programa. De todos los paà ­ses hispanohablantes, solamente los ciudadanos de Espaà ±a y Chile pueden beneficiarse de este programa para viajar sin visa a Estados Unidos.  Es suficiente con tener pasaporte chileno o espaà ±ol, aunque se resida habitualmente en otro paà ­s. En el caso de personas con doble nacionalidad, cuando uno de los pasaportes est incluido en el listado del VWP puede utilizarse cualquiera de ellos para ingresar a EE.UU. Si se elige el que permite viajar sin visa, es necesario que a su titular no se le hubiera negado o cancelado previamente una visa a EE.UU. solicitada con el otro pasaporte. Por ejemplo, una mujer colombiana nacida en Colombia pero que tiene un pasaporte italiano porque su padre tenà ­a esa nacionalidad y se la transmitià ³ a la hija puede ingresar a EE.UU. con el pasaporte colombiano con visa de turista o con pasaporte italiano y la ESTA. Sin embargo, si esa misma mujer solicità ³ una visa con el pasaporte colombiano y le fue negada, no puede ingresar con ESTA y pasaporte italiano. Es obligatorio que solicite y obtenga la aprobacià ³n de una visa B2. Sin ella, no podr viajar a Estados Unidos como turista. Las autoridades estadounidenses saben que se trata de la misma persona con pasaportes de dos paà ­ses diferentes por las huellas digitales. Se toman a todo solicitante de visa y tambià ©n a los turistas extranjeros en los pasos de control migratorio y el sistema informtico encuentra la coincidencia. Requisitos para viajar sin visa a EE.UU. Adems de tener un pasaporte de un paà ­s incluido en el listado del VWP, es necesario cumplir otros requisitos. En primer lugar, por aplicacià ³n de la Ley de Mejora del Programa de Exencià ³n de Visas y Prevencià ³n de Viaje Terrorista de 2015, es condicià ³n fundamental para viajar a EE.UU. sin visa no haber viajado a Irn, Irak, Libia, Siria, Somalia, Sudn o Yemen en fecha del 1 de marzo de 2011 o posteriormente. La à ºnica excepcià ³n son los diplomticos o miembros de ejà ©rcitos que hubieran estado en esos paà ­ses por razones de su trabajo. Otro requisito es que el pasaporte debe ser digitalizado con un chip integrado que pueda leer una computadora y con fecha de expiracià ³n de al menos seis meses ms que el dà ­a previsto de finalizacià ³n del viaje a EE.UU., si bien hay excepciones a este requisito para algunos paà ­ses. Asimismo, es imprescindible que cada persona que viaja tenga su propio pasaporte. En otras palabras, nià ±os y bebà ©s deben tener su propio documento y no estar incluidos en el pasaporte del padre o de la madre. Si se quiere llegar a un puesto migratorio de EE.UU. por avià ³n de là ­nea regular o barco, debe llenarse por internet antes de viajar el formulario ESTA, que significa Sistema Electrà ³nico de Autorizacià ³n para Viajar. Adems, se debe tener ticket de regreso. Por el contrario, si se llega en avià ³n o barco privado es obligatorio solicitar a la embajada o consulado una visa de turista. Si se llega por una frontera terrestre no es necesario solicitar autorizacià ³n electrà ³nica. Al llegar allà ­ debe completarse un documento que se conoce como  I-94 registro de ingreso y salida. Otro requisito a cumplir es que el propà ³sito del viaje debe ser turismo, negocios, visitar amigos o familiares, recibir tratamiento mà ©dico o participar en una feria o conferencia. Bajo ningà ºn concepto se puede trabajar. Por ejemplo, los periodistas que tengan la intencià ³n de cubrir un evento debern pedir el correspondiente visado. Tampoco es legal buscar trabajo cuando se tiene situacià ³n de turista. Tampoco se puede estudiar, a menos que se trate de una actividad a tiempo parcial por menos de 19 horas a la semana. Por otro lado, es posible casarse en situacià ³n de turista pero para evitar problemas se recomienda seguir unas directrices de precaucià ³n. Finalmente, es imprescindible no ser inelegible o inadmisible para ingresar a EE.UU. y que, por otra parte, son los mismos requisitos que se exigen a todos los que solicitan visas no inmigrante en un consulado americano. Esas son dos grandes categorà ­as incluyen diversas situaciones como, por ejemplo, haber estado previamente en EE.UU. ms tiempo que el autorizado, carecer de lazos econà ³micos, familiares y sociales fuertes en el paà ­s de residencia habitual, etc. Las causas de inelegibilidad o inadmisibilidad pueden dar lugar a que el oficial migratorio en el puerto de entrada (aeropuerto, puerto o frontera terrestre) niegue la entrada a EE.UU. Ventajas de viajar sin visa frente a obligacià ³n de obtener visa de turista B2 La posibilidad de viajar sin visa es, en primer lugar, ms cà ³modo ya que supone que no se deben obtener los documentos obligatorios y de apoyo que se presentan en el consulado o embajada de Estados Unidos durante el trmite de la entrevista para obtener la visa de turista B2. Otra ventaja es que es un proceso es ms rpido, ya que no hay que esperar a la entrevista ni programar una maà ±ana de tiempo dedicada a presentarse en el consulado y, dependiendo del paà ­s, tambià ©n a un Centro de Apoyo CAS o ACS. Adems, viajar sin visa es ms barato. En estos momentos la visa de turista tiene un costo de $160 por persona, que se puede incrementar en algunos paà ­ses en cumplimiento de leyes de reciprocidad. Esa cantidad nunca se recupera, aunque la visa sea negada. Por el contrario, la autorizacià ³n para viajar que se conoce como ESTA tiene un costo de $14 y si es rechazada el solicitante obtendr un reembolso de $10 con lo que el costo es de $4 para esos supuestos. Adems, la ESTA la puede solicitarla cualquier turista que cumple todos los requisitos del VWP desde su casa sin necesidad de presentar documentacià ³n o acudir a una entrevista en un consulado. Cabe destacar que no es necesario solicitar la ESTA si se llega a una frontera de Estados Unidos por và ­a terrestre. Autorizacià ³n de viaje ESTA vs. visa electrà ³nica y tiempo mximo de estancia en USA Es comà ºn llamarle visa electrà ³nica a la ESTA, pero no es correcto. No es una visa y, al no ser una visa, no se puede bajo ningà ºn concepto extender el tiempo mximo autorizado de presencia en EE.UU. Tampoco se puede cambiar por otra visa como, por ejemplo, la de turista, por la misma razà ³n, porque la ESTA no es una visa. Y lo mismo aplica a los que ingresan con pasaporte de un paà ­s incluido en el listado de los VWP y sin ESTA porque llegan a travà ©s de una frontera terrestre. Un ingreso a EE.UU. sin visa bajo este programa tiene una estancia mxima de 90 dà ­as. A los tres meses hay que salir del paà ­s. No hay posibilidad de prà ³rroga. Si durante la estancia en Estados Unidos, el turista visita brevemente Bermudas, Canad o Mà ©xico, al regresar se podr entrar, pero no se alargar el tiempo de estancia que seguir siendo el mismo que correspondà ­a a la primera entrada. Cabe destacar que ss muy comà ºn que justo antes de acabar los tres meses la persona extranjera salga a Bermudas, Mà ©xico o Canad por un periodo corto de tiempo, con el fin de lograr un nuevo permiso de estancia en Estados Unidos por otros tres meses. En el momento que regresa puede suceder que el oficial de Inmigracià ³n le deje entrar, sin conceder ms dà ­as extras. Sin embargo, tambià ©n puede que  no le permita regresar a Estados Unidos. La razà ³n es clara: se est vulnerando el espà ­ritu de las leyes migratorias de EE.UU. Si quiere prolongar su estancia en Estados Unidos deber salir del paà ­s conseguir la visa apropiada en una embajada o consulado americano. Finalmente, es recomendable  este test de respuestas mà ºltiples sobre la ESTA y sobre viajar sin visa para asegurar los conocimientos que aplican a esta situacià ³n y evitar problemas migratorios en EE.UU. Puntos Claves: viajar sin visa a Estados Unidos Las personas con un pasaporte incluido en el listado del Programa de Exencià ³n de Visados (VWP) pueden viajar sin visas a Estados Unidos como turistas, para tratamiento mà ©dico, reuniones de negocios, etc.En la actualidad, 38 paà ­ses estn incluidos en el VWP, entre ellos Chile y Espaà ±a. La mayorà ­a de los otros paà ­ses son europeos y asiticos.No pueden viajar sin visa bajo este programa las personas que han visitado Irn, Irk, Siria, Somalia, Sudn, Libia o Yemen con fecha de 1 de marzo de 2011 o posteriormente. Ests excluidos de esta regla militares y diplomticos que viajaron por razà ³n de sus viajes.Si se llega a EE.UU. por barco o avià ³n regular, debe solicitarse con autoridad una autorizacià ³n para viajar conocida como ESTA. No es necesaria si se llega por tierra. Si se llega en avià ³n o barco privado no se puede viajar con ESTA y es imprescindible solicitar una visa de turista.La estancia mxima de estancia en EE.UU. cuando se viaja bajo este programa es de 90 dà ­as. Este es un artà ­culo informativo. No es asesorà ­a legal.

Question is in the instruction part Essay Example | Topics and Well Written Essays - 2250 words

Question is in the instruction part - Essay Example In this essay we will consider the extent to which this statement is true, basing on the modern filming of Shakespeare's plays, with especial emphasis on Romeo + Juliet directed by Baz Luhrmann. Nowadays, Hollywood is experiencing a real 'boom' of using classical works with purely pragmatic aims - i.e. for transferring them to the modern environment, and these films are oriented predominantly at teenagers and young people. In Gil Junger's Ten Things I Hate About You (1999), the plot of Taming of the Shrew is used, with the names of main characters preserved, yet Shakespeare is not mentioned as a source text in the film's titles. Same as in Philip Spink's Ronnie and Julie (1997), here only the basic lines of the plot are preserved, and both films are just teenage comedies. It can easily be noticed that in new screen versions of Shakespearean plays, the characters are 'moving' in time and space; however they do not seem to lose their up-to-datedness, and it can be presumed that the playwright of the 16th century managed to depict the life situations and problems that are still topical nowadays, and that whereas the world around us has changed by means of technical and cultural progress, the human soul remained just the same as four hundred years ago. So, is the thesis of the 'progress of humanity' just a myth What is there beyond the urge of film directors to create new and new versions of the old works How do these new motion pictures influence our perception of Shakespeare, and, vice versa, how Shakespeare's image of a famous playwright influences our attitude to the ideas conveyed by the modern films based on his plots Let us try to penetrate into the world of Shakespearean characters that have been 'transferred' to the modern environment. B) William Shakespeare vs modern filming of his plays: is the playwright's image being 'exploited' 1. 'Shakespeare's boom' in cinematography: a concise overview In the 80-90s years of the last century, there has appeared a whole bulk of new films based on Shakespeare's plays. As a rule, they did not go beyond the limits of traditional interpretations: in 1989, an English actor Kenneth Branagh directed Henry V that won an Oscar, European Film Award and quite a few other awards; then success came to Branagh's films Much Ado About Nothing (1993), Hamlet (1996) and As You Like It (2006). There have been multiple attempts of filming Hamlet, Prince of Denmark - i.e. Franco Zeffirelli, who is commonly acknowledged to be the author of the best screen version of Romeo and Juliet (1968) and who had also screened The Taming of the Shrew (1967) and Otello (1986), presented his version of Hamlet in 1991 with Mel Gibson playing the main male part, however his film was evaluated as very boring. Not particularly new was Oliver Parker's Othello (1995) in terms of interpretation of Shakespearean plot and ideas. In 1991, Peter Greenaway came up with a quite original interpretation of Shakespeare's Tempest - Prospero's Books. Quite free is considered Branagh's

A Voyage to America Essay Example | Topics and Well Written Essays - 500 words

A Voyage to America - Essay Example The south had an agriculturally sustaining economy that made a majority of the profit off the growth and sale of cash crops. Some of the cash crops that were sold were tobacco, sugar, and cotton (cotton was the most profitable of all the crops). In order to fuel the massive agricultural economy, both unskilled labor as well as slaves was used in order to harvest the crops. As a result, I would be able to gain employment on a farm or plantation to work either in exchange for living conditions or for a portion of the crops that I can sell for profit. In addition, depending on the governor of the territory, land was given for Englishmen to develop in exchange for a percentage of the profit that was made from the sales of crops. Owning land means that I would have power, therefore by working for the crown, I would be gaining status through the owning of land, but also profit by the sale of cash crops. In addition, the religious tolerance in the south was more lenient than that of the North. The Puritans who followed a strict, non-semantic view of religion colonized the Northern colonies. Therefore, religious conformity was expected and religious tolerance was at a minimum. In addition, the south had citizens that were loyal to the crown. Thus, the system of government in the south was more traditional as well as represented one of the oldest ruling bodies in the thirteen colonies. The south represented the best alternative for those in England that were not wealthy and did not have the skills to be profitable in other parts of the new world. The sale of cash crops provided economic stability that would extend even past the original thirteen colonies all the way through the civil war. Unlike other portions of the colony, the south offered opportunities that were better due to the style of government and the cultural forces that were at

Passover Research Paper Example | Topics and Well Written Essays - 1500 words

Passover - Research Paper Example The words uttered by God show the essence of Passover, the Passover recipe and acts. The Israelites were commanded by Yahweh to consume roasted meat, along with bitter greens and unleavened bread with haste, sandals on their feet, their cloaks tucked into their belts, and staffs on their hands (Exodus 12: 8-13). According to Murray, the Passover was a celebration, to commemorate God’s mighty acts of salvation for his chosen people (p.4). The word Passover has consequently, the very same meaning with the Egyptian term for â€Å"spreading the wings over and protecting." The Passover feast outlined the sacrificial act that Jesus performed with his death, redeeming mankind. In reference to the Passover during the period of the Israelites, the theme of redemption is clearly shown in our everyday life when faced with trying moments. As a young man, Moses fled Egypt in disgrace under a death penalty for killing an Egyptian. When God summoned him to lead the Israelites out of Egypt, he had been away from Egypt’s culture and sophistication for forty years. Moses was to go back to Egypt and confront the successor to the Pharaoh with the words: â€Å"let my people go" (Exodus 5:1-5). To save His people from Egypt, God chose a man who was, in many mannerisms, similar an Egyptian. Moses was born an Israelite, but he grew up adulthood in the house of Pharaoh’s daughter. His Hebrew mother raised him; however, he was tutored worldly wisdom from Egyptian teachers. He was chosen by God to deliver Israelites to show all people that the Lord makes a distinction between Egyptians and Israelites (Exodus 11-7). Moses heeded Yahweh’s command and went to Egypt to plea for the release of the Jews. Pharaoh completely refused to let the Israelites go, the Lord showed his might by bringing down judgment on Egypt’s false gods. Via Moses, he turned water into blood, showing the Egyptians that he was greater than the Nile that the

Organizational Leadership: The Journey

Organizational Leadership: The Journey Before I started writing this paper I put a lot of thought into leadership and what it really meant. I took this graduate level class for personal and professional development. Over the weeks I feel that the premise of this course was that leaders could be developed. A common belief that is perceived by many is that leaders are born and not made. As I have grown in my career it is becoming more obvious that effectiveness as a leader depends less on some naturally born trait and much more on developing learned principles that we can follow. Leadership is a term that has multiple meanings. What is implied in defining leadership is that it is a never ending journey for anyone who wants to motivate and inspire people. Leadership is defined as: the ability to influence a group toward the achievement of a vision or set of goals. (Robbins and Judge, 2009). Leadership is often considered the most important factor in determining organizational success due to the importance of guiding employees towards a common organizational goal. Despite the development of several theories and models the acceptance of one single theory that totally clarifies the implementation and performance of effective leadership has not been universally adopted. We should consider leadership theories and individually evaluate the contributing factors of each to effective leadership within our organization and environment. Early leadership theories were developed under the contingency model which considers how situational factors alter the effectiveness of particular leaderà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s behavior and style of leadership. The most recognized theory is Fiedlers contingency theory. This theory contrasts situational influence and leader traits / effectiveness through a scale known as the Least Preferred Co-Worker Scale (LPC). After the development of contingency theory we learned from Robbins Judge of a more modern theory of transformational leadership. Transformational leadership is concerned with processes that change and transform individuals and organizations. The shared process between leaders and followers is determined by the leaders ability to produce emotional intelligence and stimulate the higher collection of employee needs. It is through this ability that leaders acquire trust, admiration, loyalty and respect from their followers, therefore motivating them to accomplish more than what is expected. The fundamental nature of transformational leadership is empowering followers and developing them to reach their full potential. Transformational and transactional leadership tends to co-exist rather than be mutually exclusive. The best leaders combine both to produce performance in an organization to the next level. Some personality traits lead people naturally into leadership roles; this is considered the trait theory. A crisis or important event may cause a person to rise to the occasion which brings out extraordinary leadership qualities in an ordinary person. This is referred to the great event theory. People can choose to become leaders by learning leadership skills and promoting a higher visionary perspective with transformational leadership. Leadership Interviews Leader Interview #1 (A): John Adams, Chief Operating Officer of Advanced Systems Design Peer Interview #2 (B): Samantha Cobb, Call Center Manager Question 1: What is your definition of leadership? A. I believe leadership is defined by a vision. I feel leadership and management are different. A leader needs to introduce the organizations values and to promote a long term vision. Their values should be focused towards the employees with a goal to lead by setting an example. B. A strong leader should be seen as someone people see as available, approachable, and fosters trust. They must support their employees and providing direction. Question 2: What is your viewpoint on leadership? A. Leadership is made up of several core values. These include having a vision for your team, the desire to learn and grow, being accessible and unbiased are important keys to effectively transform an organization. There are many variables to my perspective on leadership, however there are certain leadership principles and qualities that are very important and primarily where I focus. B. My viewpoint is that leadership is collaborative, we must all work together to achieve the shared goals of the company. I also want to contribute to each employeeà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s learning process and successes. A leader must inspire their team. Question 3: What is your leadership style? A. My style is to take the goals and objectives of the business and align my team to work together to meet those targets. I define the vision. I do not follow a rigid style or framework. There needs to be flexibility within the group to change and adapt as needed. My style flows down to how we incorporate our delivery of services and interact with clients. B. I see myself as more of an informal leader. I do not seek to control my employees and I purposely step back to allow people to do their job and learn. I believe in giving my employees or team members as many opportunities as possible. I am extremely good at delegating tasks and encourage independence. I have found people work better when they are given freedom. I am adamant about employees being open and honest. If there has been a mistake, let it be known. I feel my employees are comfortable in approaching me as needed. Question 4: What are the strengths of your leadership style? A. Because my style is flexible, people tend to feel comfortable coming to me. I do my best to be personable while still maintaining a professional standpoint within the organization. I believe that my employees and team members work with me in a collaborative mission. B. In my experience, people do not want to be controlled. They fail under constant scrutiny and pressure. Too much control fosters a negative atmosphere. My casual leadership style has always been successful. Question 5: What hinders effective leadership? A. Lack of credibility will destroy a persons ability to be an effective leader. When the teams trust is broken, the leader will have to work extremely hard to return to their position. Inflexibility can destroy the leaderà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s relationship with the team. There needs to be a consistent flow of new ideas, leaders must take advantage of opportunities, and explore ways to invoke continuous transformation. B. A leader who cannot communicate effectively will fail in their role. Without communication, leadership does not exist. A leader can have great ideas but unless they are shared within the organization then they are just thoughts. Leadership is also destroyed by a negative attitude and isolation. Personal Reflection Synopsis of Interviews Question 1: What is your definition of leadership? The individuals were aware of how leadership impacted their organizations. Each used leadership as a motivating factor in providing guidance to their respective employees. Question 2: What is your viewpoint on leadership? Leaders need to posses an authentic reflection about their personal leadership approach. To effectively share their leadership viewpoint they need to share their vision and communicate this with employees so that the philosophy fundamentals permeate within the organization. Both interviews discuss the priority of teamwork and the importance of reflection or self actualization. Question 3: What is your leadership style? Leaders with a transformational style emphasis vision, flexibility, and adaptability. Leaders operate at different levels of the organization which reflects on their leadership style and organizational perspective. Question 4: What are the strengths of your leadership style? Structure and consideration are two approaches that measure strengths in specific leadership styles. Leaders are concerned about the needs of their employees. They assist employees with problems and provide guidance. Question 5: What hinders effective leadership? Leaders need to have traits that are respected like trust and credibility. They also need to be positive, communicative, and flexible so that they are open to new ideas. Leadership and Self Assessment à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Peer Focused In my initial personal assessment on leadership style and potential, I assessed myself with three peer co-workers. Their feedback was somewhat inline with my own personal self reflection with my leadership abilities. Some of the feedback that I received was that I tend to be more of a manager than a leader in my current position. As a manager I spend a lot of time focusing on planning and resource allocations for specific projects, thus more transactional. To further develop my leadership I need to take a step back and look at creating a compelling vision for the future, utilize my influence in the organization, and developing strategies for producing the changes needed to achieve that vision (more transformational). In my peer discussions on leadership delivery, I tend to use a more autocratic style. What I need to strive for is a more democratic style where I delegate responsibility to others, and encourage more group participation so that I can push my influence down further within the employee ranks. Reflecting on my leadership style it is important to recognize that a universal leadership style cannot be used with all employees. A leader must look at the specific relationship between a leader and each individual employee. I recognized that a leader with a single/universally applied leadership style is inefficient and unsuccessful. In Robbins and Judge the authors allude to many situations where a combination of theories would be the preferred leadership style. For example transactional and transformational worked best when they were combined as a leadership approach. A leader is far more effective if they are a flexible leader who has the capability to use different approaches with each employee depending on different conditions. A good leader helps employees understand the larger perspective in which they are operating within the organization. The relationship the leader has with employees will determine how effective the leader will become in influencing organizational transfo rmation.

New labour’s rights policies on inclusive education and rights Essay

To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether children’s rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation – the 3 â€Å"Ps† (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more ‘children friendly’ New Labour governments in 1997 and 2001 resulted in significant political development for children’s rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Children’s Taskforce, The Children’s National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government â€Å"Inclusive Schooling: Children with Special Educational Needs† (DfES 2001) which sets out the main principles of inclusive education: – with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; – an inclusive education service offers excellence and choice and incorporates the views of parents and children; – the interests of children must be safeguarded; – schools, local education authorities and others should actively seek to remove barriers to learning and participation; – all children should have access to an appropriate education that affords them the opportunity to achieve their personal potential; – mainstream education will not always be right for every child all of the time. Equally, just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. This document stipulates that schools’ and local education authorities’ ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labour’s commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families’ tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young People’s Services, and a Children and Young People’s Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Children’s Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour government’s record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote children’s participation rights or provide them with a voice in the running of their ‘inclusive’ schools. Perhaps most significantly, New Labour’s election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the ‘best interests of the child’ must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the child’s welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of children’s incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that â€Å"a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices†. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers’ activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas & Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the government’s purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. & Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, ‘Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education’, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , & Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , & Ainscow, M. 1998, ‘From Them to Us: Setting up the Study’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , & Dyson, A. 1998, ‘England: Inclusion and Exclusion in a Competitive System’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A.& Millward, A. 1998, ‘Introducing the Issue of Theorising’, in Theorising Special Education, eds. C. Clark, A. Dyson & A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , & Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. & Tucker, S. 2003, ‘Contradictory and Convergent Trends in Law and Policy Affecting Children in England’, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett & A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, ‘Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling’, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, ‘Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion’, in Strategies to Promote Inclusive Practice, eds. R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, ‘Towards Inclusive Therapy: Policies and the Transformation of Practice’, in Strategies to Promote Inclusive Practice, eds.R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, ‘Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , & Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , & Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.

Healthy Cell Phone Essay

Teenagers and The Over Use of Cell Phones The use of cell phones should be banned for teenagers. Similar to the legal age of purchasing alcohol and tobacco, the same law should be enforced when it comes to the use of cell phones among teenagers. Although the thought of this may sound insane to most adolescence, it maybe the solution to limiting and promoting healthy cell phone use amongst todays youth. The following solution would also be in their best interest without them even realizing it. The over use of cell phones by teenagers will have a negative effect on their academic, social, and mental development. Teenagers who use their cellphones very often will have their academic progress negatively affected due to being distracted. It is not a rare occurrence for teenagers to have their phones with them while they are in class, but that is mainly because many of them do not realize the impact it is having on their grades. Researchers, Christian M. End, Shaye Worthman, Mary Bridget Matthews, and Katharina Wetterau at Xavier University did a study about the impact of cell phone rings on academic performance. After completing the study they said, â€Å"Findings indicated that cell phone rings during a video presentation impaired academic performance. Specifically, participants in the ringing condition performed worse on disrupted test items and were less likely to have recorded pertinent test information† (End, Worthman, Matthews, & Wetterau, 2010, p. 55-57). The study shows that Just the ringer on a cell phone alone can have an impact on how a student takes notes. However, not everyone thinks that cell phones are a bad idea. Authors Kevin Thomas and Blanche Obannon wrote an article titled ‘Cell Phones In The Classroom: Preservice Teachers’ Perceptions’, which talks about cell phone use in the class room and how it would be beneficial to students. Mentioning that by 201 5 two-thirds of all suggest that this can be a positive thing with the use of tools provided by cell phones for content creation, student centered learning, authentic learning, differentiation of instruction, assessment, and reflection (Thomas ; Obannon, 2013). Given that cell phones can be used as a tool to better educate; it still would not be a good idea because studies prove that a ringer alone can distract a student. Also that text messages and social media cites such a Facebook and Twitter will also be a distraction away from school work. If students were openly able to utilize their cell hones while in class this would cause a distraction and decrease in their grades. A teenager who pays more attention to their phone while in school can cause them to not be academically successful. When a teenager depends solely on communicating through their cell phone it will cause them to have a difficult time with face-to-face interactions. Many teens would prefer to send a text message or make a phone call to their friend in the next room rather than Just walking over and talking to them. Not only does this encourage laziness but it also affects their social skills. An Article in the Washington Post by Masuma Ahuja called ‘Teens are spending more time consuming social media, on mobile devices’, which talks about teens spending a long amount of time on social media and how it effects their social skills. Ahuja says, â€Å"Teens spend so much time interacting with each other on social networks and phones that they are growing less comfortable with in-person interactions and not developing essential social skills† (Ahuja, 2013). It is clear that teenagers who prefer talking on a cell phone, sending a Facebook message or sending a text message are more likely to have trouble in a social setting. Cell phones have also made a great impact with the way families interact with one another. It causes teenagers to subconsciously disrespect their parents by using their cellphones while at the dinner table or picking up a phone call while being spoken to by their parents. An article called ‘The Cell Phone as an Agent of Social Change’ written by Abu Sadat Nurulla from the University of Alberta talks about the effect that cellphones have on the way youth interact with family and their peers. Nurulla says that cell phones cannot solve ongoing child and parent communication issues, such as quality and flow of communication (Nurulla, p. 1). Although a teenager having a cell phone may help with keeping in touch with their parents for emergencies, but it does not otherwise benefit the relationship due. Teenagers seem to not be aware of the effect of being overly indulged with communicating on cell phones; it can seriously hinder their ability to socialize because they are use to sitting behind a phone. Teenagers over dependence and use of their cell phone can lead to depression. Something as minor as falling asleep with their phone beside them can cause lack of sleep due to the phone going off in the middle of the night, which will cause lack of leep and could lead to the teenager having a bad day. An article called â€Å"How Mobile Phones Affect Sleep’ in the Huffington Post talks about how mobile phones affect a good nights sleep, while making reference to a study funded by a major mobile phone maker. It says, â€Å"People exposed to major radiation took longer to fall asleep and spent less time in deep sleep† (Huffington Post, 2013). So it is clear that cell phones can be linked to teens not sleeping well at night. Also in the Medical Post an about a study done to link the over use of cell phones by teen to depression. The tudy showed that compared to teens in the lower scoring group than the group of adolescence that used their phones more often had significantly higher scores in the depression inventory scale and interpersonal anxiety scale, as well as scoring low on the self-esteem scale (Hodges, 2006). These results reflect that teenagers are very likely to suffer from depression if they continue to spend too much time in their cell phones. Depression and lack of sleep will lead to severe mental issues if not sustained at an early stage. Youth today are overly dependent on cell phones. So dependent that many of hem seem to be out of touch with reality. Due to the mental, social, and academic effects of cell phones, teenagers are being sent down the wrong path. These three aspects are very important to human development as a whole. They are more critical at the adolescent stage, where teenagers should be attempting to reach their full potential without the distraction of cell phones. A teenager should be able to sleep well in order to go to school, be attentive, and be able to socialize with their peers and teachers without the interruption of receiving a text message or a phone call.

The Major Hickory Species in North America

The Major Hickory Species in North America Trees in the genus Carya (from Ancient Greek for nut) are commonly known as hickory. The worldwide hickory genus includes 17–19 species of deciduous trees with pinnately compound leaves and large nuts. North America has the overwhelming edge on the  number of native hickory species, with a dozen or so (11–12 in the United States, one in Mexico), while there are five or six species from China and Indochina. The hickory tree, along with the oaks, dominates the hardwood forests of eastern North America. Identifying the Common Hickories There are six species of Carya that make up the most common hickories found in North America. They come from three major groups called shagbark (which has shaggy bark), pignut (which rarely has shaggy bark), and the pecan group. The shaggy bark is a clear identifier to separate the shagbark group from the pignut group, though some older hickories have slightly scaly bark. Hickories have a nutritious nut meat that is covered by a very hard shell, which is in turn covered by a splitting husk shell (as opposed to a larger walnut that drops with a complete husk cover). This fruit is located at the twig tips in clusters of three to five. Search for them for under a tree to help in identification. They have branching flowering catkins  just below the emerging new leaf umbrella-like dome in spring. Not all are eaten by humans. The leaves of hickory are mostly alternately placed along the twig, in contrast to a similar-looking ash tree leaf that is in an opposite arrangement. The hickory leaf is always  pinnately  compound,  and the individual leaflets can be  finely serrated or toothed. Identification While Dormant Hickory twigs have tan,  five-sided or angled soft centers called piths,  which are a major identifier. The trees bark is variable along species lines and not helpful except for loose, flaky bark on the shagbark hickory group. The trees fruit is a nut, and splitting husks are often visible under a dormant tree. Most hickory species have stout twigs with large terminal buds. Growing North American Hickory Species These large, long-lived, slow-growing deciduous trees are known for being good shade trees and feature golden color in the fall. They are difficult to transplant because of their long taproot and might be hard to find in nurseries. Their bark is a range of gray colors, whether they have shaggy bark or not, and youll find them in USDA Zones 4–9, though the pecan is found in Zones 5–9. Fruit drops from late summer into autumn. Shagbark hickory tree. Roger Smith/Getty Images Shagbark hickory, Carya ovata, is as you would imagine, a tree with shaggy bark that peels away in big pieces. Their mature height is 60–80 feet tall, with a 30–50-foot width. Leaves are  8 to 14 inches long, with five to seven leaflets  These trees are tolerant of a wide range of conditions, such as drought, acidic or alkaline soil, but do need a well-drained, large location free from salty soil. The round nut has a four-sectioned husk. Shellbark Hickory bark: Carya laciniosa. DEA/C.SAPPA/Getty Images The shellbark hickory, Carya laciniosa, is a shaggy gray-bark species. This hickory grows up to 75–100 feet tall with a 50–75-foot width. Its not tolerant of alkaline soils or drought conditions, salt spray or salty soils and needs a big area of well-draining soil. Its best grown in moist soils. Leaves are in clusters of seven to nine leaflets. Oval nuts have a five- to six-sectioned husk and are the largest of the hickory species. Carya tomentosa, Mockernut hickory. Gary Ombler/Getty Images The mockernut hickory, Carya tomentosa, reaches 50–60 feet tall and 20–30 feet wide. Its tolerant of drought but not poor drainage and is best in slightly acidic soil, as its intolerant of alkaline soils and salt in the soil. Its leaves are alternate, compound leaves with seven to nine leaflets that are hairy on the underside and the stalk; the largest will be the terminal leaf.  Its nuts ripen in fall and have four sections. Pignut hickory tree. Stan Osolinski/Getty Images The pignut hickory, Carya glabra, is a dark-gray tree that extends to 50–60 feet in height with a spread of 25–35 feet. It does well in a variety of soils. It moderately tolerates salty soil and hangs in there through drought, but it doesnt do well in areas of poor drainage. As the tree ages, the bark may appear slightly shaggy. Its alternate, compound leaves are 8 to 12 inches long with five to seven leaflets, with the one on the end being the largest. The bitter nuts are pear-shaped and have four ridges on the husks, which do not easily come off of the nut. Carya Illinoensis (Pecan tree), tree with yellow leaves in park. Dorling Kindersley/Getty Images The pecan tree, Carya illinoinensis, contains the sweetest nuts of all the hickory trees and is one of the most important native North American nut trees, though it can be a messy tree to grow due to leaf and fruit drop. It grows 70–100 feet tall with a spread of 40–75 feet. Its tolerant of acidic soils and only moderately tolerant of alkaline soils. Itll handle some poor drainage all right but not drought, salt spray, or salty soil. The bark is brownish black, and leaves are 18–24 inches long, containing nine to 17 narrow, long leaflets with a hook shape near each tip. Nuts are cylindrical. Carya cordiformis (Butternut hickory), green-leaved tree.   James Young/Getty Images The bitternut hickory, Carya cordiformis, also commonly called the swamp hickory, loves moist conditions and hates drought and poor drainage, though it can be found in some drier landscapes in addition to its typical low, wet conditions. It needs a large area to grow and can reach 50–70 feet high and 40–50 feet wide when mature. It prefers acidic soil but can tolerate alkaline. It can handle some salt spray but not salty soil. Leaves contain seven to 11 long, narrow leaflets. It grows bitter nuts that, although not poisonous, to humans are more of the inedible variety due to their taste. The nuts are about an inch long and have four-sectioned, thin husks. To identify the tree in winter, look for its bright yellow buds.

Hobbes and Rousseau essays

Hobbes and Rousseau essays When comparing Hobbes and Rousseaus state of nature one must be aware of not only what the conditions are for each philosophers realm of savagery. Each has a different setting, different time frame, and different abundance of resources. Where Rousseau sees a world much like the Garden of Eden, Hobbes is much more brutal and cold. Rousseau had a specific time frame in mind; prehistory, where as Hobbes had no specific time frame. One of the few things they do have in common is that neither claim to be more than models, theoretical attempts to describe what life was like prior to civilization. The most important parts of these settings are the psychological compositions of the people living in each respective state. Hobbes argues that natural man has three inherent instincts which cause him to quarrel: competition, diffidence, and the want for glory. Rousseau believes we have two more tranquil instincts: pity and self love. The only thing his savage would need is nourishment and sex. Th e main difference that causes these drastically different models is not the removal of man from civilization, but the removal of civilization from man in Rousseaus. Hobbes model has men thrashing about madly trying to get the material comforts society had offered him while Rousseaus has men without any desires past satiating his biological requirements. The only thing that is the equal are the people to each other in each scenario. Equality, Hobbes writes, is what causes these horrid conditions because everyone wants the same things and wants all of it. However if self interest is also one of our main desires we would avoid that which would bring conflict and when struggles arise the absence of the concept of dignity would give no physical need to win a fight. Hobbes ignores the biologically instilled notion of retreat and that self interest does not always equal avarice. Rousseaus the ...

The Twentieth Century Essay Example | Topics and Well Written Essays - 500 words

The Twentieth Century - Essay Example Not only does Kathe continue to teach art, she also explores different forms of art such as sketching, sculptures and self portraits. After spending a life dedicated to art, Kathe passes away just before the end of the war in 1945. Answer – Kathe’s prints and her drawings allow viewers to feel the emotion that she was portraying. Many of her pieces have a strong feeling and an apparent view of what she is trying to convey. Manu of Kathe’s prints and drawings capture real life situations. Her self -portraits are very satisfying and capture what many may have been feeling during that time. Her drawings are an exact match as to what was happening in the early 1900’s, as they show war, fear and sadness that many felt. Although a large portion of her work focuses on sadness in life, her art that shows life’s happiness is able to capture life’s most treasured moments. Many sculptures and drawings radiate life, happiness and joy. Answer- Although many of Kollwitz’s art are breathtaking, the piece that I have the strongest reaction to is the Mà ¼tter, 1919. This drawing seems to represent a lot of feeling. Each person in the drawing has their own expression. The expression is different for each individual but still portrays the same message. Some elements in the piece that allow me to have such a strong reaction are the way the adults are holding the children. They have a look of determination as well as fear while they protect their children. I respond to the piece so greatly as it represents what many families were going through during that era and it is an interpretation of real life. 1. Engage Pollock’s statement that â€Å"the modern painter cannot express this age †¦ in the old forms of the Renaissance or any other past culture.† What in this picture speaks specifically to mid-twentieth-century American culture? Answer- The statement made by Jackson is an accurate statement and example of why Jackson has taken on a

The Impact of Technology on Homeland Security Annotated Bibliography

The Impact of Technology on Homeland Security - Annotated Bibliography Example acted on homeland security over the years, and it is on this basis that this paper is aimed at developing a critical annotated bibliography on the impact of technology on homeland security. The article explains that active and non-intrusive inspection technologies have been in use for over 100 years with the main focus being radiographic imaging. The article demonstrates the presence of a number of technologies that have been fronted for use owing to their unique capabilities, but sadly less used. The reasons for the lack of use include reliance on passive detection systems and concerns about safety of radiation by the public. The article’s strength is that it provides the opportunity to have an understanding Homeland security challenges in the US require out of the box solutions provided by technology despite the fact that they take a lot of time for implementation. The other strength of the article is that it provides ways through which technology can be used well to harness positive impact for Homeland Security, overcome challenges, and reviews new technology that can aid in solving challenges for Homeland security. Current technologies used for efficiency in Homeland Security include equipment for imaging, explosive, radiation, and nuclear material detection. The article has one limitation in that it does not categorically state the limitations inherent in technology in its application to homeland security. The article states the measures being undertaken by the Obama administration in ensuring agencies are more efficient and coordinated through embracing digital service delivery. The article then gives the measures being taken by the department of homeland security to meet the digital service delivery to ensure better access to data and information by the citizens, procure and manage applications, services, and smart data in a safe, efficient, and secure manner, and harness the power of big data. The articles strength is that it captures some of the