South Americas Uruguay and Its Geography

South America's Uruguay and Its Geography Uruguay is a country located in South America that shares its borders with Argentina and Brazil. The country is the second smallest in South America, after Suriname, with a land area of 68,036 square miles (176,215 sq km). Uruguay has a population of just over 3.5 million people. 1.4 million of Uruguays citizens live within its capital, Montevideo, or in its surrounding areas. Uruguay is known as being one of South Americas most economically developed nations. Population: 3,510,386 (July 2010 estimate) Capital: MontevideoBordering Countries: Argentina and BrazilLand Area: 68,036 square miles (176,215 sq km)Coastline: 410 miles (660 km)Highest Point: Cerro Catedral at 1,686 feet (514 m) History Prior to European arrival, the only inhabitants of Uruguay were the Charrua Indians. In 1516, the Spanish landed on Uruguays coast but the region was not settled until the 16th and 17th centuries due to hostilities with the Charrua and a lack of silver and gold. When Spain did begin to colonize the area, it introduced cattle which later increased the areas wealth.In the early 18th century, the Spanish founded Montevideo as a military outpost. Throughout the 19th century, Uruguay was involved in several conflicts with the British, Spanish, and Portuguese. In 1811, Jose Gervasio Artigas launched a revolt against Spain and became the countrys national hero. In 1821, the region was annexed to Brazil by Portugal, but in 1825, after several revolts, it declared its independence from Brazil. It did decide, however, to maintain a regional federation with Argentina.In 1828 after a three-year war with Brazil, the Treaty of Montevideo declared Uruguay as an independent nation. In 1830, the new country adopted its first constitution and throughout the rest of the 19th century, Uruguays economy and government had various shifts. In addition, immigration, mainly from Europe, increased.From 1903 to 1907 and 1911 to 1915 President Jose Batlle y Ordoà ±ez established political, social and economic reforms, However, by 1966, Uruguay was suffering from instability in these areas and underwent a constitutional amendment. A new constitution was then adopted in 1967 and by 1973, a military regime was put in place to run the government. This led to human rights abuses and in 1980, the military government was overthrown. In 1984, national elections were held and the country again began to improve politically, economically, and socially.Today, due to several more reforms and various elections throughout the late 1980s and into the 1990s and 2000s, Uruguay has one of the strongest economies in South America and a very high quality of life. Government Uruguay, officially called the Oriental Republic of Uruguay, is a constitutional republic with a chief of state and a head of government. Both of these positions are filled by Uruguays president. Uruguay also has a bicameral legislative assembly called the General Assembly that is made up the Chamber of Senators and the Chamber of Representatives. The judicial branch is made up of the Supreme Court. Uruguay is also divided into 19 departments for local administration. Economics and Land Use Uruguays economy is considered very strong and is consistently one of the fastest growing in South America. It is dominated by an export-oriented agricultural sector according to the CIA World Factbook. The major agricultural products produced in Uruguay are rice, wheat, soybeans, barley, livestock, beef, fish, and forestry. Other industries include food processing, electrical machinery, transportation equipment, petroleum products, textiles, chemicals, and beverages. Uruguays workforce is also well educated and its government spends a large part of its revenue on social welfare programs. Geography and Climate Uruguay is located in southern South America, with borders on the South Atlantic Ocean, Argentina and Brazil. It is a relatively small country with a topography consisting mostly of rolling plains and low hills. Its coast regions are made up of fertile lowlands. The country is also home to many rivers and the Uruguay River and the Rio de la Plata are some of its largest. Uruguays climate is warm, temperate and there are ​rarely, if ever, freezing temperatures in the country. More Facts About Uruguay 84% of Uruguays terrain is agricultural88% of Uruguays population is estimated to be of European descentUruguays literacy rate is 98%Uruguays official language is Spanish Sources CIA - The World Factbook - Uruguay. Central Intelligence Agency.Uruguay: History, Geography, Government, and Culture- Infoplease.com. Infoplease.com. (n.d.). Uruguay. United States Department of State.Uruguay - Wikipedia, the Free Encyclopedia. Wikipedia.com.

How to Start Tutoring From Home

How to Start Tutoring From Home Recently, I started a tutoring business in addition to my classroom teaching. This works really well for me at the moment because I am teaching part-time, so I have plenty of time and sanity left for a few hours of one-on-one tutoring in the afternoons. If you’re teaching full-time, I would not recommend adding any other responsibilities to the mix, much fewer ones that involve more time spent with other people’s children! However, if you are in a situation where tutoring would enrich your life and/or your bank account, then I’d like to help you out by giving you an overview of how I planned and implemented my tutoring business plan. Think of the Big Picture What subjects are you qualified to teach? How can you prove to prospective clients that you have the knowledge and experience for these subjects? Ive found that there is the most demand for high school math tutors. If you are competent and comfortable teaching Algebra and Geometry, you will have way less trouble finding clients. I am a little rusty on these subjects, but I am taking a lot of time right now brushing up on my high school math. I figure that I only have to do it once and then I will be back on track to tutor math for the foreseeable future with no worries. Consider Your Possible Clients What age group would you like to work with? You’ll also want to decide on a reasonable radius from your home that you’d be willing to accept clients from. For example, I made the mistake of accepting a client that lives 20-minutes away from me and I will have to drive on the freeway through traffic to get there and back. Not ideal, by any means. But I was just starting out and I felt desperate for clients and I said â€Å"yes† before I let myself ponder if it would really work for me and be worth the money. If you think about this beforehand, you won’t be caught off-guard on the phone, saying yes when you really mean no. Now, I plan to only accept clients that are in my immediate neighborhood. Marketing Techniques Think about the best way to reach your target audience. Some of the options include: Flyers with tabs on the neighborhood mailboxesFlyer delivery service to your target areaPost on CraigslistSign up for an online tutoring referral servicePut up flyers on the communityAdvertise in community publicationsSend a letter and business cards to the guidance counselors at local schools Ive had the most success with mailbox flyers and Craigslist, believe it or not. One of the best things about tutoring is that theres very little start-up costs. As your client list grows, word-of-mouth will be your best way to gain new clients. Collect reference letters from long-term clients and start to build up your reputation as a trusted neighborhood tutor. Figure Your Hourly Rates Do some precise market research to see how much other tutors in your area charge. Don’t sell yourself short and once you set your rate, be careful about compromising and lowering your rate. I made the mistake of agreeing to a slight discount in order to land my first few clients. Now, I’m stuck tutoring for a lower rate that I am not totally comfortable with. At the same time, I’ve lost a potential client or two because they said my rates were too high. However, if you research it properly, you shouldn’t have to lower your rates very often at all. The Nitty-Gritty of Where and When   Will you travel to clients or ask that your students come to your home? Ideally, of course, we’d all love to have our clients arrive neatly and promptly on our doorstep ready to learn. However, if you’re just starting out, you probably won’t be able to demand such a thing. As you build your resume and references, perhaps you can make this idea more of a reality. I try to emphasize that my house is very client with no distractions, which can be appealing to parents who have chaotic homes that would make your tutoring sessions far less productive. As for the â€Å"when† part of the question, be realistic about how much time you need in between appointments and how many hours you can actually accommodate in one afternoon. Alright, the time, place, and rate are all set. Now, heres what you should do during the tutoring session itself.

Developing a Close-Out Plan in Procurement Management Plan Research Paper

Developing a Close-Out Plan in Procurement Management Plan - Research Paper Example This calls in the legal advice from either the corporate legal counsel or an outside lawyer. This is a matter of withdrawing from the provisions of the outsourced contract. Usually the terms and processes for terminating a contract before time are spelled out in the initial contract. This section of the contract is called the termination clause. This clause is there for the protection of both the buyer and the seller, since termination before time can severely damage the interests of either party. Most procurement contracts usually require that the party who wants to terminate the contract before time must notify the other party within a reasonable amount of time, failure to which can result in severe financial penalties for that party. Another aspect of termination clause is the substitute provider. The party who wants to forfeit being part of the legal contract will have to find an alternative provider for the other party if it wants to get out of the contractual relationship. Such provisions and contingencies depend on the parties to the contract. There is no hard and fast rule to this as both parties make the rules themselves of earlier termination in the initial contract (Beyond the Information Systems Outsourcing Bandwagon, 2005). If a contract has a written provision that any modification or termination by agreement should be in written form, then any termination or modification cannot be made effective otherwise. But as stated earlier, this agreement is made by the parties to the contract and termination or modification can be made possible and legally effective orally, in written form, by an act, by staying silent or by inaction, if the initial contract contains such a provision (Viscassilas, 2006). Categorizing the differences in termination of contracts There are three general scenarios in which one party feel the urge and have legal approval to end the contract; Scenario A: Termination for Cause or Default (Seller’s Gaffe) This is a classic f ault from the seller’s side in which the buyer is not satisfied by the quality of the products or the delivery timings. In brief, the seller doesn’t fulfill his contractual obligations in the way he is bound to fulfill them. ‘Failure without legal excuse’ is the key term here that defines the seller’s breach. Seller fails to complete his critical obligations and the buyer is fully defensible in terminating the contracting immediately. Breach from the seller’s side should be ‘material’, which means that the damage to the buyer must be significant enough to give him the legitimate excuse to lay off the contract. Scenario B: Closure for the Suitability (of the Buying side) This tort is inspired by the Federal Acquisition Law which states that the federal government reserves the right to end the procurement contract for its convenience. Many other governmental agencies have followed this law since and have acquired the same legal pos ition in their procurement contracts. These governmental agencies can end the contract if and when they see fitting. These governmental bodies represent state, county and local and many industries are following this legal trend. If the buyer terminates the contract before it is legally expired, he/she needs to notify the seller at a reasonable time so as to not hurt him financially. After sending the notice, both parties must come to the negotiation table to sort

Viewing the Globe in 2006 and 2056 Part 3 Essay Example | Topics and Well Written Essays - 500 words

Viewing the Globe in 2006 and 2056 Part 3 - Essay Example We live in a three-bedroom apartment in the suburbs of Nairobi. The building we live in is home to ten other families mostly from other parts of Africa and a few from various Asian ethnicities. My kids go to a nearby public school that offers a wide variety of courses and English as a medium of instruction. My day starts at six am in the morning when I get up to make breakfast and send my kids to school. Then, my husband and I get ready for work and go to our offices. I fetch my kids from school and drop them to a childcare facility located nearby my place in the break time and go back to work. When my day ends, I pick them from the centre on my way back home. However sometimes, my kids have to stay for a little longer since transport and urban mobility has been a growing concern of the city. The over-crowding has also led to health issues concerning water sanitation and hygiene. For instance, in the last week Parent-Teacher meeting at Josh and Eesa’s school. I found many pare nts complaining about their children turning sick. Also, they city is ever expanding and I have been hearing a lot of debate about the diminishing energy and water supply. Recently, my husband and I are encountering various apprehensions about our children.

Axia College of University of Phoenix Essay Example for Free

Axia College of University of Phoenix Essay The purpose and meaning of life, is to live it in the most meaningful way a person can. I work hard on this daily, and try to show the younger generation that life can be so beautiful in a lot of positive ways if you lead it the way you want it. My personal narrative will be away to express myself like I have not done before by using theories in my readings. I am a thirty-year-old man who is very energetic, outgoing, hard working that not only values my life, but everyone else’s as well. The past five years of my life have been a five-part movie that could have big as the Lord of the Rings series. I started school, two businesses, regular job I got promoted, and bought a new house. I have had to take a back seat on being there for all my family, and friends like I am use to, because for once I had to utilize time for myself. My meaning of life stayed the same thru out these years; I think these things have made me more mature on things, and to love myself a little more. The major thing that made me really evolve in the past 5 years I believe is starting school. Six years prior to me starting at UOP I dropped out of college, because I had no clue what I wanted to use my skills for, I was very lost, unhappy, and I was doing nothing for myself it was for everyone else. That single event by enrolling back in school changed my personality over night for the better. The next day I started weeding people out of my life that where imputing nothing but negatives in it. That was defiantly the turning point for me without a doubt. This event came at the right time also in my life since I was in a very dark place at the time, so I guess you can say it was meant to be. Then I started two business ventures that I had wanted to start which proved to me that I could do something for myself to benefit my life and stability. I now have more than enough responsibilities that I did not have before, like keeping my business in order supplies to maintaining my customer relationships. My new house has been the biggest ordeal and not in a bad way it has been extremely difficult to get it to my standards, and since I am so busy I have not taking time just for my house. These challenging changes in my life now are very hard to deal with, but I would not make any changes at all, because this is the happiest I have been. I have been hard on myself, but not to the point of stressing. Happiness proves to be an interesting window through which to view continuity and change in personality (McAdams, 2006). With that said it shows in my everyday life that no matter what I am faced with today my life is a lot better now than then. I took a lot growing up without a father from not being able to afford things I wanted to not having the self-confidence in myself to make change. When you receive that unexpected high grade on a tough assignment, you are likely to feel good, and your well-being shoots way up (McAdams, 2006). Starting my businesses, buying the house, and getting promoted where some very tough assignments in the past five years, but I feel so much better about who I am with a better well being. What roles have religion, race, culture, family, and gender played in the development of my personality, well the major thing that played a role was family. My family pushed me so much to a point where failing would not be expectable in any manner. My girlfriend has never stopped believing in me she always said I will be somebody, and no one can take that from me. My race, and religion beliefs did not have a huge factor in any part of this, but my personality got me sixty percent of what I have today. Looking back on the past seeing the transition that has taking place in my life from five years ago is something in itself to boost my ego. Five years ago without UOP I can honestly say that there is no way I would be where I am now. Life is a wonderful thing to have, we make our own destiny, and being rich or poor should not make us who we are, but being in love with life and our good talents that we possess should play a huge part of what we are. McAdams, D. (2006). The person: a new introduction to personality psychology. (4th ed. ). Hoboken, NJ: John Wiley Sons.

Womens Rights in Pride and Prejudice & Persuasion by Jane Austen Essay

â€Å"Are women allowed to say No†, in Pride and Prejudice / Persuasion by Jane Austen Pride and Prejudice (whose original title was First Impressions) was written in 1796-1797 when Jane Austen was 21 years old and first published in 1813. It tells us the story of Elizabeth Bennet and Mr Darcy, who will overcome the pride and prejudice they feel towards each other to find mutual happiness. Persuasion was written between 1815 and 1816. The main character, Anne Elliot, has suffered unhappiness after taking her family’s and friend’s advice to reject a man she loves. The â€Å"truth universally acknowledged† in the opening lines of Pride and Prejudice â€Å"that a single man in possession of a good fortune must be in want of a wife† defines the plot of the novels and highlights the importance of marriage and of marrying well. It is Mrs Bennet’s â€Å"business† of life to get her five daughters married and in Persuasion it is in her role as surrogate mother to Anne that Lady Russell has persuaded Anne to turn down a marriage she considers beneath her. Given this background, I have chosen to angle this essay towards a question that is also valid today, namely, are women allowed to say no? Austen writes of the small gentry, the rural elite, and in considering this question, it is crucial to have an understanding of the prevailing social distinctions, the expectations for women of this class and the limited options available to them, as well as the inheritance laws of the time. The rural elite of Austen’s novels are members of the upper middle-class. They are not the aristocracy (although Mr Darcy belongs to the aristocracy), but their connections and education give them the right to mix with high society, as well as to marry with people of h... ...vailing attitudes and inheritance laws, it would be considered perfectly normal, wise even, for women to enter into a marriage which was financially advantageous, although loveless, in order to ensure financial security for themselves and the other members of their family. In other words, it would be entirely normal for women not to be allowed to say â€Å"no†. Bibliography: AUSTEN, Jane, Persuasion, Penguin Classics, 1998 AUSTEN, Jane, Pride and Prejududice, Oxford World’s Classics, 2004 CRIPPEN RUDERMAN, Anne, The pleasures of Virtue, Rowman & Littlefield Publishers, 1995 MUKHERJEE, Meenakshi, women Writers, Macmillan, 1991 FERGUS, Jan, Jane Austen A Literary Life, Macmillan Literary Lives, 1991 WILTHSHIRE, John, recreating Jane Austen, Cambridge University Press, 2002 York Notes Advanced, Longman York Press www.sparknotes.com www.pemberly.com

Maturity and Emerging Adulthood

In his article â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† (2000) Jeffrey Arnett proposes that a new term be put to use for the period between adolescence and adulthood. Arnett claims that â€Å"emerging adulthood† is a better label for those people between the ages between 18 and 25. With little prior attention given to this age span, theories from researchers such as Eriksen (1968), Levinson (1978) andKeniston (1971) tended to lump the youthful period starting at age 11 or so and continuing until the mid-20’s along with adulthood, making no distinction between the earlier and later phases. It is Arnett’s belief that due to the numerous changes, explorations, experimentations and explorations that occur when a young person leaves high school, there should be a completely separate categorization.Adulthood, as defined by Arnett through his research, is a period in one’s life in which demographics, subje ctive perceptions and identity explorations are no longer ambiguous (Arnett 474). He points to differences between the 1950’s and the 1990’s regarding the age in which a person perceives himself to be an adult– in an earlier time period most persons in their early twenties had already married, held jobs and had one or more children, defining them as adults. In the 1990’s not only did most of his subjects not hold jobs, they were unmarried, without children and attending school.Consequently, the age at which most researchers of an early period defined adulthood changed along with the population which not only no longer adheres to such standards to define adulthood but usually does not attain the stability and responsibility to be considered adults until their 30’s. Emerging adulthood is not adolescence, the â€Å"forgotten half† or young adulthood and Arnett proves it by pointing out the limitations of each.Article #2: â€Å"Growing up is ha rder to do†In an article from the American Sociological Association, Furstenberg et al (2004) refers to the period between the ages of 18 and 25 as early adulthood. The researchers make the assertion that becoming an adult now takes longer than it once did and is defined differently than it was in the period immediately after World War II. In the 1950’s, couples were usually married by their early 20’s, the husband held a job and most likely they had one or more children.Citing demographic trends, Furstenberg, et al. claims that now it is more likely that people in their early 20’s are getting an education and relying on their families for financial and other support. They point to several reasons for this lag in becoming an adult: the changing role of women in society, the establishment of Social Security benefits which made it unnecessary for young couples to take care of their aging parents by working after completing high school and changing economic f orces which require the acquisition of more skills before being able to land a good job that in order to support oneself (Furstenberg et al 39). It is taking longer for adolescents to reach adulthood and the growing demands on this age group occur because of â€Å"new demands on families, school and government† (40). Furstenberg and his colleagues expect that reforms must take place in both the school system and the military to ease the transition and cause young adults to grow up and become self sufficient more quickly.Maturity and Emerging Adulthood: A New Phase in Life?Recently, both sociological and psychological research has introduced the advent of a new phase in life referred to as either â€Å"emerging adulthood† or â€Å"young adulthood†. These terms apply to a nebulous period in a person’s life, roughly between the ages of 18 and 25, when an enormous amount of existential changes take place. Two theories were examined for the purposes of this pa per: â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† Arnett, 2000) and â€Å"Growing up is harder to do† (Furstenberg et al, 2004). It is Arnett’s theory that â€Å"emerging adulthood† is the proper way to categorize this period while Furstenberg et al prefers to refer to it as â€Å"young adulthood†.Both sets of research point to the differences between the era of the 1950’s and more current times, making the assertion that the concept of adulthood, as well as its reasons for occurring later have changed due to a number of factors. The logos, ethos and pathos of each article will be examined and compared, showing that even without the scientific jargon used in the Arnett article, the Furstenberg treatise makes an arguably better case for defining the years following high school and college as â€Å"young adulthood† through its easy to understand concepts, its logical reasoning for the chang es taking place and its exploration of current circumstances regarding family, education and lifestyle.Arnett (2000) begins his research article by defining the period he deems emerging adulthood in terms of age, based on analogies to previous research which tended to lump together both the years of youth and the early years of adulthood. He presents a theoretical background on the subject, supporting evidence, explanation of the term emerging adulthood and a final cultural context.He appeals to readers’ sense of logic by citing the research findings and then defining the demographics which identify his characterization. Arnett narrowly defines the demographics of his studied group and further relates statistics which show changes in residence, responses to questions regarding a subjective definition of adulthood and respondents’ answers and a graph showing peak exploratory behavior. Using specific terminology and definitions, Arnett makes his point by employing terms which evoke a sense of scientific and psychological accuracy in his findings.Furstenberg, et al (2004) also use logos in their rhetoric. Citing survey results accomplished by other teams in both the 1950’s and closer to 2000, the findings are presented logically but without the use of scientific terminology. Factual data is used to show the differences between survey respondents’ definition of what it means to have reached adulthood. Analogies are made between the two groupings of subjects studied with allowances made for the particularly different roles of women in the two eras in order to indicate that there are now less people in the age group of 18 – 25 who are considered to be â€Å"adults† through a traditional definition of the term.Their study, in a manner similar to Arnett’s, makes a case for the introduction of a new defining period of life which they call young adulthood by pointing to previous research as well as laying out facts regard ing the changes that have taken place since the 1950’s. The conclusion of the article urges readers to think about the implications inherent in modifying existing systems of school and military preparedness training for young people.In terms of ethos, Arnett employs reliability, competence and respect for the researchers who have gone before him in making strides towards defining life phases and everything that occurs to go along with them. His research is thorough and includes extensive study in the subject, with a slant toward the psychological aspects of the period of emerging adulthood. He gives credit where credit is due and interprets previous findings with a fair and balanced explanation. His use of terminology that is beyond the understanding of most people, however, tends to produce a work that, while considered ethical, is almost meant to be condescending.Ethically, the Furstenberg article also meets the criteria of demonstrating reliability in its research findings and summaries, competence through the use of its authors’ credentials and clear understanding of the subject and respect for its readers by portraying the research results and conclusions in language easily understood by a layperson. Several snippets of interviews with subjects falling within their defined age range show that the researchers took a â€Å"hands-on† approach to their study and portrayed these descriptions in a fair and balanced manner without making judgment.An interesting facet of the study is their assertion that socio-economic levels play a key role in the development of a young person into an adult as defined in their study – those subjects in lower socio-economic levels tended to grow up much faster due to the increased urgency to find stable work, marry at a younger age and support a family and its needs. The ethos of the article is arguably more favorable in that it uses a more appropriate level of vocabulary.The article written by Arnett is least of all employing pathos to state its points. There is no visual imagery nor an emotional tone, example or emotion-invoking language. The study is very clear cut and a good example of a proponent of psychology attempting to convince the reader that his methods, rationale and findings are of a scientific nature. Not relying on emotions and keeping the article grounded in factual information ensures that it will not appeal to the subjective nature of its readers. Accordingly, pathos has no place in his writing and neither does Arnett attempt to rectify this lack.In contrast, Furstenberg et al clearly enjoy relating their research and its findings in a more conversational manner. Using visual images with corresponding descriptions of the people depicted within, the reader is given a sense of being introduced to some of their subjects. The readers of the article learn a bit about the lives of the respondents as well as their social and economic circumstances and the reasons they have reached the age of 25 or older without feeling they can be defined as an adult. Descriptions of life in the 1950’s when most couples in their mid-20’s were married and raising a family, evoke a good feel for the era and encourage the reader to relate these portrayals to â€Å"many of today’s grandparents† (33). An emotional response is the result, making the results of the study seem more relevant and interesting.Both articles made a valid point in demanding the usage of a new term for the period between youth and adulthood. Clearly, evidence from both Arnett and Furstenberg et al show that there are differences not only in the social structure of today’s society but also in the role of a young adult. After World War II, the GI Bill encouraged young men who had served in the military to receive an education through subsidies and then settle down to raise a family. No longer is there a need to support parents during this phase of life; convers ely it is usually the parents who provide financial and other support to their emerging adults. No longer do older children feel obligated to stay at home but often go through a variety of residences as they experience life in college, romantic relationships and explorations of the world at large.There has also been a change in economics not only in the United States but in the world at large. These changes are reflected in the lack of job security which often necessitates the need for further education and training (Smith). Women, in particular, have experienced a changing role due to economics. No longer expected to stay at home and be a mother, most couples find it financially necessary for the woman to obtain a job and in order to find one that is well-paying, she, too, must get an education. There is a greater percentage of young adults in today’s society who receive an education which is necessary to compete in today’s top job markets.The three indicators of adul thood which are agreed upon by both Arnett and Furstenberg et al are: financial independence, completion of education and a stable, independent home. Back in the 1950’s most were considered adults if they were married and had children while the husband held a job which could sustain his family. Today’s young adults are putting off marriage in favor of completing their educational requirements and exploring their independence. Many of them experience a delay of a decade or more between the completion of high school and the start of life as a couple (Smith).The research in both Arnett’s (2000) and Furstenberg’s et al (2004) articles is just the beginning of studying a life phase which merits further investigation. While both articles were well-written and appealed to the logos and ethos of their readers in a comprehensive manner by citing appropriate research and evidence, it was Furstenberg’s study â€Å"Growing up is harder to do† however, t hat a made for a more compelling read based on its use of pathos in the writing style. The concepts and facts outlined were compelling and it will be interesting to note what further research comes about based on their conclusions and recommendations for reform of educational and military establishments.Works CitedArnett, Jeffrey J. â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties†. American Psychologist, May 2000. 55:5, 469-80.Furstenberg, Jr., Frank, Kennedy, Sheela, McLoyd, Vonnie C., Rumbaut, Ruben G. and Settersten, Jr., Richard A. â€Å"Growing up is harder to do†. American Sociological Association, 2004. 3:3, 33-41.Smith, Christian. â€Å"Getting a life†. Books & Culture, 2007. Retrieved December 11, 2007 from the Books & Culture Website: http://www.christianitytoday.com/bc/2007/006/2.10.html.

High School and School Teachers Essay

Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013 Study Explores Why many High School Graduates Are not Ready for College by Gary M Stern Content Type Journal Article Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title. The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013 Study Explores Why many High School Graduates Are not Ready for College by Gary M Stern Content Type Journal Article Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013.

The Harlem Renaissance And Langston Hughes Essays - Free Essays

The Harlem Renaissance And Langston Hughes Essays - Free Essays The Harlem Renaissance And Langston Hughes Humanities 1020 November 29, 2000 The Harlem Renaissance and Langston Hughes The Harlem Renaissance was a great and powerful era in black history, It was an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City (Harlem Renaissance). Langston Hughes wrote Blues and Jazz flourished throughout the streets of New York, and young black artists began to arise [. . .] (63). An important part of this era had to be the inspirational writings of Langston Hughes. James Mercer Langston Hughes, born in Joplin, Missouri, February 1, 1902, was raised by his grandmother after his parents divorced (Sporre 551). He graduated from high school in Cleveland, Ohio and went off to Mexico to live with his father for fifteen months (Jackson 1). While in Mexico, Hughes lived a very rural life and wrote many of his first poems which, although never published, began to distinguish him as a writer. Hughes attended Columbia University for one year, then returned to home for a short period in 1923 before he joined the crew of the SS Malone bound for Africa (A Salute to Hughes). From there he visited many places including Paris, Venice and Genoa before once again returning to America to live in Harlem, New York, in November 1924 (Andrews 65-69). While working in Washington D.C. as a busboy, Hughes left three of his poems beside the plate of Vachel Lindsey, an American poet, who liked Hughes poetry and helped him publicize his writings (Jackson 3). Hughes first book of poetry, The Weary Blues, was published by Alfred A. Knopf in 1926 (Langston Hughes). He was a great writer who completed a two volume autobiography, and edited many anthologies and pictorial volumes. Hughes dazzled writing for forty years and never gave up protesting for the rights of African Americans. He gave many motivational speeches across the nation supporting the black movement. Hughes continued his career publishing many books of poetry and prose. Langston Hughes went on to inspire the world through his literature until his d eath in Harlem on May 22, 1967 (Sporre 551). Living in Harlem, he soon discovered the culture and literary circle of the Harlem Renaissance. As best said in the Norton Anthology of African American Literature, Hughes brought the spirit of the African American people to life, using blues and jazz as the basis of his poetic expressions [. . .] (Andrews 1252). This is evident in some works such as The Negro Speaks of Rivers, and The Weary Blues. Most of his influences came from fellow black writers. Names such as, Dubois, Locke, Jesse Redmonfaset, Jean Toomer, Arna Bontemps, and Carl Van Vechten, inspired Hughes in his form and writing style (Andrews 929-930). His poems often portrayed the trials, tribulations, struggles and thoughts of a young Negro growing up in the twenties through sixties. His main goal was to express concern about the treatment of African Americans in this country, and to pursue civil and social justice. One of his most famous works is his continuing sage of Jesse B. Semple, also known as Simple. Hughes wrote columns about this fictional character, who dealt with very non-fictional problems. Jesse, who was really Hughes voice, expressed the views and ideas of young black Americans (Andrews 1252-1253). Creating Simple to be smart, strong witted and wise, allowed Hughes to publish and undermine the standard of our pretentious society, while ironically and humorously pointing out the hypocritical nature of American Racism (Andrews 1257-1263). Hughes went on writing four series of writings about Simple. Hughes used a variety of themes in both his poetry and his prose. Nathan Irvin Huggins wrote His voice was very moving when he read his poems publicly. His voice was both rich and poetic and gave strong inspiration and love to the black community (Andrews 1253). One work of his is particularly interesting. It shows the emotion and creativeness of the Harlem Renaissance in a few short lines. Hughes named this poem Cross. My old mans a white old man And my old mothers black. If I ever cursed my old white man I take my curses back. If ever I cursed my black old mother And wished she were

French Expressions Using Pain

French Expressions Using Pain The French word le pain literally means bread and is also used in many idiomatic expressions. Learn how to say worthless, bankrupt, godsend, and more with this list of expressions with pain. Possible Meanings of Un Pain Loaf (of bread)Bar (of wax)Bar, cake (of soap)Block (of ice) Expressions with Pain Un arbre pain – Breadfruit tree Notre pain quotidien (religion) – Our daily bread Le pain et le vin (religion) – The bread and wine Pain dabeilles – Bee bread Pain dautel (religion) – Host Pain bà ©ni(t) – Consecrated bread Pain brà »là © (adjective) – Deep golden brown Pain eucharistique – Eucharist Pain grillà © – Toast Un pain de là ©gumes/poisson/etc. – Vegetable/fish/etc. loaf Une planche pain – Bread board; (informal) flat-chested woman Une tà ªte en pain de sucre – Egg-shaped head la mie de pain (informal) – Worthless, inconsistent Bon comme (du) bon pain – Good like good bread (extremely good) Long comme un jour sans pain (informal) – Interminable Pour une bouchà ©e de pain (informal) – Cheap, for a song Pour un morceau de pain (informal) – Cheap, for a son Avoir du pain sur la planche (informal) – To have a lot to do, have a lot on ones plate, have ones work cut out Avoir peur de manquer de pain – To be worried about the future Avoir son pain cuit – To be rich; to be condemned Enlever quelquun le pain de la bouche – To deprive someone Être leau et au pain sec – To be bankrupt; to be given only bread and water Être bon comme le pain – To be extremely good Faire de quelque chose son pain quotidien – To make something a habit Faire passer le goà »t du pain quelquun (informal) – To do someone in, to kill Faire perdre le goà »t du pain quelquun (informal) – To do someone in, to kill Gagner son pain – To make a living Manger son pain blanc (informal) – To be in a good situation temporarily Manger son pain noir (informal) – To be in a bad situation temporarily Manger son pain en son sac (informal) – To eat secretly / on the sly Manger un pain trempà © de larmes – To pay a lot for something Ne pas manger de ce pain-l (informal) – To avoid profiting from a sticky or illegal situation Mettre un pain quelquun (informal) – To punch/sock someone Mettre quelquun au pain sec – To punish someone by giving them only bread to eat Nul pain sans peine – No pain, no gain Ôter le goà »t du pain quelquun (informal) – To do someone in, to kill Ôter le pain de la bouche de quelquun – To deprive someone Se prendre un pain (informal) – To get punched or socked one Retirer le pain de la bouche de quelquun – To deprive someone Savoir de quel cà ´tà © son pain est beurrà © (informal) – To know what side your bread is buttered on (to be opportunistic) Tremper son pain de larmes – To be in despair Se vendre comme des petits pains (informal) – To sell very quickly, sell like hotcakes Vendre son pain avant quil ne soit cuit (informal) – To be presumptous, count ones chickens before theyre hatched Ne pas vivre que de pain – To not be materialistic Ça ne mange pas de pain. (informal) – Its not expensive, Its not important. Cest mon gagne-pain. (informal) – Its my job, Its how I make a living. Cest pain bà ©ni(t). (informal) – Its a godsend. Donnez-nous aujourdhui notre pain quotidien. – Give us this day our daily bread. Il a plus de la moitià © de son pain cuit. – He wont live long. Il pleure le pain quil mange. – Hes stingy. Il reste du pain sur la planche. – Theres still a lot to do. Il ne vaut pas le pain quil mange. (informal) – He is lazy. Je vais au pain. (informal) – Im going to get the bread. French Bread Related Expressions There are a lot of different kinds of French bread - here are some of the most common. Gros pain – Bread sold by weight Pain azyme – Unleavened bread Pain bà ©ni(t) – Consecrated bread Pain bis – Brown bread Pain de boulanger – Bakers bread Pain brià © – Hard-crusted, very dense bread from Normandy Pain de campagne – Farmhouse bread, country bread Pain chanter – Unleavened bread Pain au chocolat – Chocolate croissant Pain complet – Wholewheat / wholemeal bread Pain dorà © – French toast Pain dur – Dry bread Pain dà ©pices – Gingerbread Pain (de) fantaisie – Bread sold by piece rather than by weight Pain frais – Fresh bread Pain franà §ais (in Belgium) – Any long loaf of bread Pain de Gà ªnes – Sponge cake with almonds Pain grillà © – Toast Pain de gruau – Vienna bread Pain au lait – Sweet roll / bun Pain au levain – Traditionally leavened bread Pain long – Any long, cylindrical bread like a baguette Pain de mà ©nage – Homemade bread Pain de mie – Sandwich bread (with a thin crust) Pain mollet – Type of bread roll made with milk Pain moulà © – Bread cooked in a pan rather than directly on the oven rack Pain parisien – Long loaf of bread weighing 400 grams Pain perdu – French toast Pain polka – Bread marked with squares Pain quotidien – Everyday bread Pain aux raisins – Raisin Danish Pain rassis –Stale bread Pain de seigle –Rye bread Pain de son – Bran bread Pain de sucre – Sugar loaf Un petit pain – Bread roll

Situation Analysis (Marketing Reserch) Essay Example | Topics and Well Written Essays - 1250 words

Situation Analysis (Marketing Reserch) - Essay Example Like any large American company, GM has also diversified its operations to include strategic partnerships with other companies and has a part in making electronic components for aircraft as well as various parts for other equipment. GM’s core product is the manufacturing of automobiles. These products are divided into several divisions that have different brand names, each designed to appeal to a different demographic part of the market. For example, the company produces both the Chevrolet and Cadillac lines. Chevrolet vehicles are designed for the market segment that wants basic and affordable transportation. The Cadillac line, however, is made for the high-end consumer who wants performance or prestige and doesn’t mind paying much higher prices for a vehicle. The company also has products in many different countries that are specifically designed for the customers who live there. Industry Trends. The automotive industry is highly competitive, and requires GM to constantly consider what the customers want and how to efficiently provide for the demands in the market. One of the major trends in the automotive industry is the fragmentation of the market, due to competition from other manufacturers outside the country. This has required a change in the location of production plants. GM and other automakers used to follow production concept called the â€Å"regional branch concept† where, because automobiles are â€Å"bulky products fabricated from thousands of parts, automobiles were assembled as close as possible to consumers in order to minimize aggregate freight costs† (Rubenstein 137). Now, given the changes in the market, they employ a more centralized procedure that considers the primary consumer of that particular brand and build production plants in places that allow easy delivery to several markets. Another major trend in the industry is the move to hybrid vehicles. As

A Rhetorical Analysis of The Video of The New iPhone 5's Keynotes Essay

A Rhetorical Analysis of The Video of The New iPhone 5's Keynotes - Essay Example I think that the keynote address on iPhone 5 by Phil Schiller attained its objective through proper use visual aids, figures of speech and the speaker’s confidence among other factors. Cooks message was related to Schiller’s which offered a perfect transition for the audience to interconnect the company progress with the new invention. The introduction of the speaker through stating his position was appropriate for the audience to realize that the information being given is first hand, tested and professional. Schiller’s keynote address is a breakdown of three parts namely; the introduction, iPhone demonstration and summary, and conclusion or fade-out. The speaker used various features of language such as rhetoric and comparative analysis to capture the attention of the audience. His prowess in public address is portrayed through the use of rhetoric language. The instances seem to be well organized by a qualified public speaker as indicated by the use of less colloquial language such as â€Å"uhs†. The introduction is dominated by the speaker’s emphasis on the uniqueness and quality of the product through the use of hyperbolic statement s such as;†...it is an absolute jewel.†(00:13:48) and† †¦simply amazing!† (0:14:55). Use of hyperbole is meant to exaggerate the quality of the product in relation to other competitors in the market. What an incredible achievement to the company following the invention (0:12:36). This portrays the magnificence of the new product in reference to its performance in the industry. During the introduction, Schiller uses interrogation, â€Å"†¦and boy, they were right!† (00:12:53), when emphasizing the popularity that the product has gained in the market. This is in reference to the news on the time magazine that indicated that the phone has changed the phones forever. A detailed presentation of the product is ensured through the use of various technological demonstrations with the