Different Types of Harassment in the Work Force and at...

Harassment has been an issue in the work force and in many other fields for decades, leading all the way back up to 1964. The United States Congress passed Title VII of the Civil Rights Act, prohibiting discrimination at work on the basis of race, color, religion, national origin and sex. There are many different types of harassment that many do not even know that they can be accused for. Through out my research I will be naming every type of harassment and presenting an article for each topic. One form of harassment that is very common at a young age is bullying. Bullying is occurred manly at school, on the playground but it is also seen in the workforce. To many people bullying is the cause to harassment in the future. By not stopping†¦show more content†¦As he is talking to you, he decides to start giving you a friendly message. To him he thinks nothing of it since you are working buddies and you have been working there for 4 years and you have meet his whole family. But to you, you feel really uncomfortable and you feel that he is just trying to get a cheap feel. That is sexual harassment and in that case you should take it with your HR department and let them know the situation. If not, you can take the nice route and let him know that you do not feel comfortable every time he puts his hands on you and you would appreciate it if he would stop doing such gestures. Many women do not know that they can act upon any discomfort feeling that they come across and jus t tend to deal with it. Usually when that happens the matter tend to just get worse. Companies are now somewhat obligated to give training to prevent harassment in the workplace. If a company knows of any harassment taking place on the work force and do not try to prevent it, the company can actually be accused as well. There have been many cases out there that women sue the company for sexual harassment and they have won. They give reasons such as the company was responsible for the actions of her harasser who happened to be her supervisor. The company had failed to take proper action to prevent harassment. Although they had conductedShow MoreRelatedSexual Harassment And The Civil Rights Act Of 19641706 Words   |  7 Pagessexual harassment? The Rape, Abuse and Incest National Network defines sexual harassment as, â€Å"unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in which submission to or rejection of such conduc t explicitly or implicitly affects an individual s work or school performance or creates an intimidating, hostile, or offensive work or school environment† (Rape, Abuse and Incest National Network, 2009). In the United States Sexual harassment is anRead More The Prevalence of Sexual Harassment on College Campuses Essay1399 Words   |  6 PagesThe Prevalence of Sexual Harassment on College Campuses One night, â€Å"Amy,† a student at State, was hanging out with some friends in her room. â€Å"A bunch of people were there, and one guy I didn’t know was obviously drunk and kept asking me out. I tried to brush him off, and didn’t take it seriously because he was drunk. I left to go to sleep. â€Å"He followed me to my room and kept banging on my bedroom door, trying to push it open and asking me to talk to him. I talked to him for a little while justRead MoreWorkplace Discrimination in the Canadian Police Essay1587 Words   |  7 Pagescommon type of discrimination police officers face is one based on their race or ethnicity. An officer is likely might experience racial discrimination in the form of harassment in the workplace. An example of this is a co-worker using racial slurs or unfavourable remarks towards an individual. Another form of discrimination in the workplace is the degrading of an individual based on their race or ethnicity, suggesting that their race or ethnicity is what got them here and not their hard work. MaleRead MoreWomen in the Workplace1627 Words   |  7 PagesIn recent years there has been a drastic increase in the number of women entering and participating in the labor force (Hepburn Simon, 2006). Since early history and the ancient civilization of man, women have played a secondary role, in which women were and still are viewed as less adequate than a man. A women’s traditional role in society is that of raising children, fulfilling duties around the house, and being the primary nurturer of the family. Many women in today’s society want and desireRead MoreDomestic Violence Against Women966 Words   |  4 PagesDomestic Violence against Women Domestic violence is known in different ways, which are domestic abuse, intimate partner or battering. Domestic violence occurs in a relationship between intimate people. It can take many forms including sexual and physical abuse, threat of abuse and emotional. Domestic violence is mostly directed towards women, though men are abused but chances are minimal. Domestic violence happens in same sex or different sex. According to Mayo clinic staff, it is difficult to identifyRead MoreDiscrimination And Sexual Harassment And Affirmative Action1594 Words   |  7 PagesDiscrimination and Sexual Harassment Most companies engage in some type of affirmative action policy. Affirmative actions are policies that are placed to engage in the improvement of underprivileged groups who either currently suffer or have historically suffered from discrimination and equality of opportunity. During our lecture, Dr. Kallfelz stated that affirmative action is a, â€Å"Proactive policy with primary immediate attempt to reform (and long term attempt to prevent and deter) socioeconomicallyRead MoreAnalysis Of The Movie The Iron Mines 1676 Words   |  7 Pagesfamily then she should work in the mines. The iron mines in Northern Minnesota began hiring female miners in 1975, but when Josie went to work their male employees still outnumbered females 30 to 1. The discrimination towards the female employees that accompanied this gendered workplace was blatantly evident before they even started their first day of work. Before starting work, Josie had to undergo a violating procedure to prove she was not pregn ant before she could begin work and while on a tour ofRead MoreViolence Tends To Threaten The Organization Of Society.1648 Words   |  7 Pagestoday’s society violence is permeated in almost every aspect of our daily lives. Violence in our society enters our homes, workplace, and schools and especially in the media. Violence is the intentional action or inaction causing physical, sexual and psychological injury, including battering, pornography, sexual assault, incest, child abuse and sexual harassment. Advertisers use sex to get our attention and they make claims about their product’s ability to make us popular, attractive and successfulRead MorePolice Use Of Force Too Far1191 Words   |  5 Pagesthe use of force too far. Studies show that over 45% of police use the use of force too far. The use of Force is there for the police to make them feel safe but in anyway you could see something the is misleading and lead to use of force in the wrong way. I think that someone needs to take a stand and say something about it because its getting out of hand with police at school and just police in the public. The way the police use force is only to keep them safe If you have to use force in the lineRead MoreEssay on The Growing Battle for Womens Equality1519 Words   |  7 Pagesgenerations women have been fighting for equality in our country. Although there have been many advances in this movement women are still treated unequally today. One of the most critical problems with womens rights today deals with women in the work place. Human rights violations against women must be documented, publicized, and stopped. Human rights violations against women have for too long been denied the attention and concern of international organizations, national governments, traditional

Mid 1700s Music Composers and the Operatic Reform Essay

Beginning in the mid-1700s composers started to resist the changes that occurred in opera. They began to resist: the preferential treatment that the divas and castrati received, the excessive and replaceable arias and the melodic phrasing, and the extreme vocal embellishments. Coming out of the opera seria where the focus remained squarely on the divas, castrati, and where the da capo aria was the standard form of the time Christoph Willibald Gluck was the leader of the Operatic Reform. While Christoph Willibald Gluck and other composers of the time did not abandon the da capo aria entirely, they began to modify it to more effectively to fit the telling of a story. With the reform, opera was returned to expressing dramatic truth.†¦show more content†¦Also more formal structures became standard. One example of one of these formal structures is the sonata form. The sonata form is one of the most common forms in classical a music. This form is commonly used in the first movemen t of sonatas, string quartets, symphonies and even concerts. It has three main sections which are the exposition, development, and the recapitulation. One composer who used the sonata form exclusively was Domenico Scarlatti. Scarlatti was one of the most prominent keyboard composers of his time. The clavier sonatas of Domenico Scarlatti form a separate and distinct species, written mostly in one movement, in song form, and in homophonic style. An example of this is in Scarlatti’s Sonata in D Major. Scarlattis sonatas represent a transitional type between the older and the Viennese sonata One of the most important composers of the early Symphony, Johann Stamitz standardized the four movement plan of what would become the symphony. What Johann brought to the music that was innovative was that he played with different instrument timbres like flutes, oboes, brass instruments, and clarinet. Stamitz was the first composer to use it consistently: well over half his symphonies and nine of his ten orchestral trios are in four movements. He also contributed to the development of sonata form, most often used in symphonic first movements but occasionally in finales and even slow movements as well. Franz Joseph Haydn, by some is thought

Every Stranger has a Purpose Essay Example For Students

Every Stranger has a Purpose Essay I believe that every stranger comes into your life for a reason. I walk past hundreds and hundreds of people every day. Some are strangers I will never encounter again, and others can be friends, family, or even just someone I put in an effort to smile at. I find myself realizing that it is possible that someone can change from being a stranger to becoming someone very important in your life. The beautiful thing about strangers is you never know what kind of impact they will have on you; whether the person will be romantic or a friend, loving or backstabbing, short or long term. I met this once-upon-a-time stranger about four years ago, during my freshman year of high school. This stranger, Taryn Gettle, started off as a water polo teammate, someone I was forced to see multiple times a day during practice. Becoming best friends with her was easy due to the fact that we have so much in common that we automatically clicked. By spending everyday with her and spending time together on the weekends, it did not take long for us to become so close. Who knew that this stranger would become such an important person in my life. Our friendship is always full of new and exiting adventures such as random day trips to places like Santa Monica and Venice Beach to going skydiving together for the first time in San Diego. We can tell each other everything and anything, and I know that we both will always have each other’s backs. As the four high school years pass by it is now my last twenty-four hours with Taryn. Her new chapter in her life is about to start, as she will be in the Army starting a new life without me by her side. We pull out her black suitcase, check her very short packing list, and gather her belongings. Okay you need two t-shirts,† I said as I stand in her room and watch her pack her stuff in her tiny backpack. Our time together is ticking down, making me want to curl up in a ball and cry. I can’t text, call, share pictures or have any way of communicating with her besides writing handwritten letters. I walk down from her room to her wooden stairs with her as I am already crying. I hop in her white BMW car and she begins to take me back to my house. We are listening to our favorite songs, bobbing our heads to the tunes, and attempting to be as cheerful as possible. As the once twenty-four hours comes to my last five minutes with her, my heart sinks as I think about the idea of not knowing when I will see her next. I will never forget our last hug, as she is not one to enjoy giving hugs. I cry into her arms, knowing this is our goodbye. Taryn Gettle has made me who I am today. I am always my happiest around her, and she is always making me laugh. I do not know what I would have done without such an amazing best friend like her. Words cannot describe our friendship and how much she means to me. She is the one stable person in my life that has been there for me since day one. I believe that each and every stranger that enters your life has entered your life for a special reason. When you make room in your life to let unexpected strangers in, you never know the outcome. My adventures with Taryn blossomed from being strangers to inseparable best friends. Meeting anyone for the first time, whether it’s a forced friendship, a family friend, or someone you randomly bump into, you’ll have no idea of the potential of that relationship. I believe and know that my last goodbye with Taryn will soon be a hello once again.

Culture is the collective prog... free essay sample

Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values (Hofstede,1997). People with little understanding of cross-cultural competency tend to use the term interchangeably with race and ethnicity. It is a way through which a group of people solve problems and reconcile dilemmas. The patterns of behaviour are learned. People are naturally introduced to a culture, and through the process of socialisation and vicarious learning they begin to imbibe the values, norms, rules and rituals practiced in that culture. The successful use of cultural diversity has become an important area of management. Despite the fact that this territory is as yet developing, it is a zone of imperative significance to the administration of individuals and procedures in the corporate world; of specific significance to the global managers who work for multinational companies situated in various nations. We will write a custom essay sample on Culture is the collective prog or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cultural diversity influences many processes functioning in the everyday working of the organisations, and thus it is quite important to manage it adequately in order to get the best results. Behaviour of the employees are respectively linked to cultural values of the country and this association is based on the framework of Hofstedes cultural dimensions Different cultures usually weigh life domains differently because culture shapes individual attitudes, values, and the types of goals individuals pursue (Hofstede  1991; Kim  1994). The following passages outline the concept of culture, Job Satisfaction, Work Motivation, Work engagement, Happiness and Well-Being, Affect, Life Satisfaction, Compassion and Emotional Intelligence that have paramount importance in understanding organisational behaviour.CULTURECulture is a set of beliefs, rules, institutions, practices and customs that distinguish members of one group or category of people from others. The word culture comes from the Latin cultus, which means care, and from the French colere which means to till. The comprehension of the word culture has transformed from its root meaning as an action to an action of being developed or cultivated. It is how we think, act, feel and behave which have been imbibed in us or we have learnt from our society that can be recognised in actions or structures. Culture consists of patterns, explicit and implicit of and for behaviour acquired and transmitted by symbols, constituting achievement of human groups, including their embodiment in artifacts; the essential core of culture consists of traditional (historically derived and selected) ideas and especially their attached values shared by almost all members of some social group (Kroeber and Kluckholm, 1952).It forms the basis of rules for a society, sets its norms, shapes their values and has a great influence in forming the personality of the individuals by influencing their attitudes, beliefs and opinions towards life.Culture is an integral part of our existence yet it differs from people to people o r group to group. The various important characteristics of culture include: 1) Culture is learntIt is not genetic or biologically passed from generation to generation but rather learnt through ones experiences as they grow up.2) Culture is sharedEach culture is shared by a group of people that belong to the same community or geographical area. 3) Culture is SocialIt is learnt through interactions and experiences that one goes through. The norms, values, beliefs, rituals and traditions of the culture help in shaping the individual4) Culture is integratedThe various parts of culture have an intimate interconnection. All the parts of culture (rituals, practices, beliefs, traditions, customs, norms, language) are interlinked and are thus, influenced by each other. 5)   Culture is based on  symbolsLanguage, art and money all are symbols. These symbols help in easily identifying and distinguishing one culture from the other. 6) Culture is  dynamicCultures undergo gradual change but this change is necessary. Change is what helps the culture to survive and further help its members to adapt to the changing environment. Although culture normally serves as the collective memory of a society, it may in certain situations be necessary for younger generations to generate new patterns of thinking and acting. The development of technology or specific historical events can serve as examples of factors that can lead to differences between generations in terms of symbols, heroes, and values (Hofstede 1991).CULTURE AND ORGANISATIONAL BEHAVIOURA culture is learnt and absorbed as the various activities, rituals, values, customs and norms it possesses, influence the upbringing of an individual and play a role in shaping the personality of that individual. It helps in giving them a unique identity in the society. So, when an individual enters an organisation they will also make an effort to conform to the wider social norms within the organisation, and if they are not able to do so, they might feel awkward or uncomfortable about it. If an individual is works in an organisation in which he/she is not familiar with the values and beliefs, then they may have trouble in adjusting and working efficiently.Indicating that it is vital for the culture of the organisation is compatible with the culture of the society in which it is established, and thus it is important that the cross-national organisations take into consideration that how different cultures influence different patterns of behaviour. Adler (1997) and Adler, Doktor and Redding (1986) set out four very critical predispositions with respect to this matter:1.Patterns of behaviour in organisation are likely to differ as wider social cultures in different parts of the world result in different attitudes and values.2.Factors like different standards of living can account for some of this variation in behaviour, but wider social culture also plays an essential role as a major influencing factor.3.Organisations in distinctive cultural settings have a tendency to become increasingly similar in terms of organisational design and technology, their employees can still differ in terms of culture, but a person who moves from a different cultural setting to another may need to change his or her behaviour to match the cultural norms of the new location or cultural setting.Consequently, it is not safe to assume that the same motivational techniques, job designs and reward systems will be equally successful everywhere, and so cros s-national firms need to formulate global strategic approaches while dealing with a diverse workforce. Cultural norms of a society can influence people to behave in many ways that are different from other cultures. These are propensities and not inevitabilities. Around the world, people have different personalities which can temperate the effect of cultural beliefs and values. Some cultural characteristics that can give rise to differences in behaviour include: Peoples relationship to their world, religion, the individual and society, Social protocols, the perceived importance of time, orientation to activity and language and proxemics.Culture can thus be also defined as the the collective programming of the mind that distinguishes the members of one group or category of people from others (Hofstede, Hofstede and Minkov 2010). According to Hofstede (1997) people within in the same culture may carry several layers of mental programming within themselves. Different layers of culture exist at the following levels:†¢ The national level is related with the whole country. †¢ The regional level is related with ethnic, linguistic, or religious differences that exist within a nation.†¢ The gender level is related with gender differences (female vs. male)†¢ The generation level is related with the differences between grandparents and parents, parents and children.†¢ The social class level is related with educational opportunities and differences in occupation.†¢ The corporate level is related with the particular culture of an organization. Applicable to those who are employed.In 1980, the Geert Hofstede, a Dutch management researcher conducted one of the earliest and best-known cultural studies in management. His original research was based on a sample of more than 100,000 IBM employees in 40 countries between 1967-1973. Based on his research findings Hofstede proposed Cultural dimension model consisting of: Power Distance (PDI), Individualism/Collectivism (IDV), Masculinity/Femininity (MAS) and Uncertainty Avoidance (UAI). This model has been refined since. In 1991, the fifth dimension called Long Term Orientation (LTO) was added based on Michael Bonds research (Tervonen 2012) and later in 2010, Hofstede added a sixth dimension, indulgence versus self-restraint based on Minkovs research.1.Power-Distance Index (PDI)  According to Hofstede, power distance is the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. In high Power Distance countries, there is an unequal distribution of power, steep organisational hierarchies and everybody has a place in the system which needs to be followed with out any questioning. For example, in Latin American countries, most of African and Asian countries power is usually centralized and considered an essential part of the society. (Hofstede Hofstede Minkov 2010). Socities with Low Power Distance value equality, democracy and people are free to question or challenge authority thus there is more open communication. Eg UK, USA. Such societies are most likely to be egalitarian (Gudykinst Ting-Toomey Nishida 1996, p. 179.) 2. Individualism vs. Collectivism (IDV)In individualistic societies, everyone is expected to look after him or herself and their immediate family. Collectivism whereas involves societies in which people are integrated from birth onward into strong, cohesive in-groups, which throughout peoples lifetime continue to protect them in exchange for unquestioning loyalty. (Hofstede Hofstede, 2005) In individualistic societies, chief importance is given to an individuals initiative, personal time, freedom and privacy. There is a lot of focus on personal achievements and individual rights. A persons identity is derived from his or her uniqueness.eg USA, Canada, UK. In collectivistic cultures, the group is more important than the individual and there is a much tighter social framework. They have a value for training, physical conditions and use of skills. (Hofstede Hofstede 2005; Deal Prince 2007.) The rights of the family are important and conformity is expected and perceived positively (Gudykinst Ting-Toomey Nishida 1996, p. 177). Eg Singapore, Taiwan, Mexico. 3. Uncertainty Avoidance (UAI) It is the extent to which members of a culture feel threatened by ambiguous situations. Rules are in order to maintain precision, time and help to minimize the uncertainties they might arise (Hofstede Hofstede 2005). Such countries have more formal laws and informal rules for the employers and employees so that order is maintained and any unknown event is avoided. Thus this dimension reflects the acceptance of risk taking in a culture. Thus, in such countries risk is usually avoided while doing buisness.eg Greece, Portugal, Japan. Countries characterised with low uncertainty avoidance the rules are not inviolable, ambiguities are more readily accepted and risks are embraced. Workers can be more flexible or open in their approach to new ideas. (Gudykinst Ting-Toomey Nishida 1996, p. 178.) 4.Masculinity versus Femininity (MAS)Masculinity-the tendency when emotional gender roles are clearly distinct. Femininity-the tendency when emotional gender roles overlap. (Hofstede Hofstede 2005, p. 120.) In countries with high masculinity, demonstration of achievement, heroism, assertiveness and material rewards for success are epitomised. The social gender roles are also clearly defined. eg Germany, Italy, UK. However, in the feminine cultures more importance is given to having good interpersonal relationships, being caring and having a happy family and healthy life. People have a value for modesty. At the workplaces people work to live, that means longer vacations and flexible working hours. (Deal Prince 2007; Kirmanen Salanova 2010.) Eg Netherlands, Sweden, Norway5. Long-term orientation versus Short-term orientation (LTO)Long-term orientation means the fostering of virtues oriented toward future rewards-in particular, perseverance and thrift. Short-term orientation indicates the fostering of virtues related to the past and present-in particular, respect for tradition, preservation of face, and fulfilling social obligations. (Hofstede Hofstede 2005, p.210.) In Long-term oriented societies people are more future oriented, perseverant, respect of circumstances and have sustained efforts towards slow results. Whereas in short-term oriented societies people are concerned with protecting one?s face, personal stability, social and status obligations. (Hofstede Hofstede 2005, p.212.) Long-term oriented are East Asian countries, followed by Eastern- and Central Europe. A medium term orientation is found in South- and North-European and South Asian countries. Short-term oriented are U.S. A. and Australia, Latin American, African and Muslim countries. 6. Indulgence versus Restraint (IVR)Hostede (2010) defines that an indulgent society allows relatively free satisfaction of basic and natural human needs such as spending money, consuming. While a restrained society suppresses these and regulates them by strict social norms; people can enjoy lives less and live under the pressure of conservative society. Indulgence is mainly prevalent in South and North America, in Western Europe and in parts of Sub-Sahara Africa. Restraint can be found in Eastern Europe and Asia. Mediterranean Europe takes a middle position on this dimension.

University of Chicago college essay free essay sample

University of Chicago extended essay, application for the 2012-2013 school year Prompt Dont write about reverse psychology. Don’t you dare read this essay. Don’t dangle on every word, do not devote your full attention to it because it is not worth it. So why are you still reading? I did not spend much time on it anyway. I did not think about it in the shower, about whether I should obey the spirit or the letter of the prompt. I did not challenge myself. I never thought about how much fun it is to do chores as long as no one has told you to do them. I did not think about whether fewer kids would drink if it were legal, or if I would have eaten my broccoli if my mom had told me not to. See, I did not put much thought into this at all, so do not read another word. We will write a custom essay sample on University of Chicago college essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is a mind trick; a lie told as a means to an end; an easy way out. It is mysterious and dangerous communication. Especially between parents and children, it is extremely confusing and lays a foundation for distrust. After all, if you tell your child not to go outside every day because you really want him to, he will end up playing in the backyard during a lightning storm. Why should he listen to you at all if he has disobeyed you before and you encouraged it? I am not saying that there is no place in the world for untruth. I am old enough to know that life is not a Disney movie, and that sometimes the value of the truth can be beaten by the consequences of telling it. If you need a little mind trick to get your child to eat her vegetables once or twice, it is not the end of the world. But I worry about the misuse of communication. I visualize a baby holding a loaded gun. What is scary about the image is not that the baby is malicious and wants to kill someone, but that the baby cannot possibly comprehend the power it holds. Communication is as powerful as that loaded gun, and just as dangerous in immature hands. Today more than ever, you often cannot read the face at the other end of a conversation. You cannot hear the stutter or wavering words within a text or instant message. You cannot tell what is a lie. You also cannot see the effect of your actions. You cannot see the hurt in someone else’s eyes after you press send. The destructive power of communication snarls behind the names people call each other and the words people use to tear each other down. But I believe in the constructive power of communication. I believe that the best discoveries will be sculpted from collaboration, using communication in pursuit of common goals as opposed to selfishly as a means to an end. I believe that you can only confidently understand your own ideas when others have challenged them. I believe that one person’s words to others can change the world. I just hope that they think before they speak.

Nuclear Deal Essay Example

Nuclear Deal Essay Example Nuclear Deal Essay Nuclear Deal Essay Nucle The Implications for the Indo-U. S. CivilNuclear Deal Justine Isola Justine Isola is Visiting International Fellow at the Institute for Defence Studies and Analyses, New Delhi August 26, 2010 Summary By some calculations, the chances that India will test a nuclear weapon in the coming years are not high. But if India again surprises the world as it did in 1998 with five nuclear explosions in the desert of Rajasthan, then conversations on the implications for the Indo-U. S. ivil-nuclear deal will begin. The record of debate on testing during negotiations reflects the depth of American concern that testing will lead to unstable nuclear escalation and the lengths the U. S. went to in order to deter India from conducting new tests. But it also underscores U. S. resolve to forge a new relationship with India despite evident disagreement on a thorny issue. Studying the finely wrought language of the deal reveals some persisting ambiguity about how the deal would be affected if India were to resume testing.However, in the event of a test, it’s a safe bet that several factors will play into determining U. S. response: the preferences of U. S. leaders, domestic lobbying, and geopolitical balance of power considerations. This response will be constrained by the strength of the U. S. -India relationship. Further, due to Indias deepening nuclear ties with the rest of the world, any U. S. response may have only a modest impact on India. If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 2 e The conclusion of the Indo-U. S. civil-nuclear deal in the fall of 2008 arked the end of three years of negotiations between the U. S. and India. Completion of the deal should not, however, obscure the history of domestic debate within the U. S. and India on how the terms of the deal apply. One issue on which lack of consensus notably persists within the U. S. is how the deal would be affected by India testing a nuclear weapon. As a Carnegie Endowment pub lication released during the thick of negotiations predicted, on the topic of nuclear testing, â€Å"[t]he ambiguities of this agreement invite future disputes and recriminations. 1 More recently, a Council on Foreign Relations backgrounder on the deal echoed this sentiment, referring to the repercussions of testing as â€Å"a potential area of dispute. †2 Examining U. S. laws on nuclear exports and cooperation suggests that the President would have to take some mandatory steps in response to a test. But (s)he would also have some discretionary authority. Looking at public statements and government debate on the issue of testing when Congress was negotiating the terms of the deal only underscores this lingering uncertainty about what India can expect from the U.S. if it resumes testing. However, several factors will certainly play into determining whether testing would jeopardize the agreement: who is in power in Washington, the strength of domestic interest groups, and bala nce of power geopolitics. Analysis of these factors suggests that the increasingly close ties between the U. S. and India may leave the U. S. with limited options for influencing India’s behaviour. Burgeoning nuclear ties between India and the rest of the world may further mean that the end of U. S. nuclear cooperation would have only a modest impact on India.The letter of the law U. S. President Bush and Indian Prime Minister Singh’s July 18, 2005, joint statement on civilian nuclear cooperation ushered in a heated debate between their two governments on the terms of this partnership. 3 Testing emerged as one of the most contentious issues from the start. Despite Prime Minister Singh’s promise in the joint statement to continue India’s unilateral moratorium on nuclear testing, many non-proliferation advocates in the U. S. were unhappy that the proposed agreement on cooperation did not explicitly prohibit Indian testing.The stakes were nuclear escalation in an unstable South Asia and the spectre of Indian testing triggering global proliferation. Some noted that the terms of 1 See chart accompanying Sharon Squassoni’s â€Å"Issues in U. S. -India Nuclear Cooperation,† Proliferation Analysis, November 7, 2007, carnegieendowment. org/npp/publications/ index. cfm? fa=view;id=19697. Jayshree Bajoria and Esther Pan, â€Å"The U. S. -India Nuclear Deal,† Backgrounder, Council on Foreign Relations, Updated November 20, 2009, cfr. org/publication/9663/ usindia_nuclear_deal_html. Joint Statement Between President George W. Bush and Prime Minister Manmohan Singh,† July 18, 2005, armscontrol. org/print/3292. 2 3 IDSA Issue Brief 3 the deal could in fact make it easier for India to test. 4 Others simply saw not tying the deal to India signing the Comprehensive Test-Ban Treaty as a missed opportunity for nonproliferation. 5 They pushed for stronger language on the consequences of testing. It was against this backdrop that Congress was conducting hearings on amending U. S. domestic law to loosen nuclear export legislation - the first hurdle to approving the civil-nuclear deal.The U. S. Atomic Energy Act (AEA) requires a formal agreement delineating the terms of civil-nuclear cooperation and stipulates that several criteria be met before such a â€Å"123 agreement† - so-called after section 123 of the Act - can go into effect. Congress had to exempt the proposed U. S. -India 123 Agreement from some of those criteria. Specifically, Congress had to excuse India from full-scope safeguards on all of its nuclear facilities and allow exports even though India had tested nuclear weapons in 1998. These were two equirements negotiators recognized early on as impossible to meet. 6 President Bush signed the Henry J. Hyde United States-India Peaceful Atomic Energy Cooperation Act into law on December 18, 2006, granting the above exemptions and preliminary approval to the civil-nuclear deal. This leg islation arguably comes down clearly on the consequences of future tests: It specifies that all waivers â€Å"shall cease to be effective if the President determines that India has detonated a nuclear explosive device after the date of the enactment of this title. 7 And it does not exempt India from an Atomic Energy Act provision that in the event of a test, a partner country must return nuclear material and equipment acquired through trade. 8 Of course, the President retains the authority subsequently to waive the AEA’s termination of cooperation requirements if he determines that the â€Å"cessation of such exports would be seriously prejudicial to the achievement of United States non-proliferation objectives or otherwise jeopardize the common defence and security. †9 Whether or not the U. S. 4See Michael Krepon’s comments at Arms Control Association briefing, â€Å"The Senate and the U. S. Indian Nuclear Deal: Issues and Alternatives,† November 14, 20 06, armscontrol. org/ print/3230. See Paul K. Kerr, â€Å"U. S. Nuclear Cooperation with India: Issues for Congress,† Congressional Research Service, November 5, 2009, p. 14. Kerr, p. 33. See section 106 â€Å"Inoperability of Determination and Waivers† of Henry J. Hyde United StatesIndia Peaceful Atomic Energy Cooperation Act of 2006. See section 123(a)(4) of the Atomic Energy Act. Kerr, p. 32. 5 6 7 8 9 If India Tests?The Implications for the Indo-U. S. Civil-Nuclear Deal 4 e would in fact require India to return all transferred materials could well depend on what was transferred. If for example, India had only received supplies inconsequential for proliferation at the time of termination, the U. S. would not likely require the return of materials. But the Hyde Act and the Atomic Energy Act clearly provide Congress with unambiguous grounds (some would say mandatory obligations) for ending the deal and requiring India to return nuclear material if India were to again test weapons.In debating the Hyde Act, the U. S. Congress also addressed concerns that the civil-nuclear deal would make it easier for India to test. For example, then-Senator Obama had proposed an amendment to the bill to â€Å"clarify United States policy in order to deter nuclear testing by foreign governments. †10 This amendment, which encourages limits on Indian reactor fuel reserves in order to make testing more difficult in the event of a cut-off of supplies, appeared in the final version of the Hyde Act as Section 103 (b) (10). 1 Following passage of the Hyde Act, the next hurdle to wrapping up the civil-nuclear deal was garnering Congressional approval for the 123 Agreement reached between leaders in Washington and New Delhi in July 2007. The 123 Agreement’s language on testing is not as clear-cut as that of the Hyde and Atomic Energy Acts. 123 agreements usually explicitly prohibit testing. But India had successfully prevented the agreement from including la nguage explicitly stating that renewed nuclear testing would lead to termination of U. S. supplies.The provisions of the 123 Agreement thus raised some questions about whether the U. S. would in fact act decisively were India to test. 12 Congress scrutinized the 123 Agreement’s compliance with the testing provisions of the Hyde and Atomic Energy Acts, focusing on the following passages: The 123 Agreement states that â€Å"[e]ither Party shall have the right to terminate this Agreement prior to its expiration on one year’s written notice to the other Party. †13 10 â€Å"United States-India Peaceful Atomic Energy Cooperation Act,† Congressional Record, November 16, 2006, p. S10985.For more on Senator Obama’s positions on the civil-nuclear deal see Brahma Chellaney, â€Å"Obama’s India-Nuclear Legacy,† Asian Age, June 18, 2008, http:// chellaney. spaces. live. com/blog/cns! 4913C7C8A2EA4A30! 622. entry. Section 103(b)(10) of the Hyde Act states, â€Å"Any nuclear power reactor fuel reserve provided to the Government of India for use in safeguarded civilian nuclear facilities should be commensurate with reasonable reactor operating requirements. † Chellaney’s article is the source for information about Obama’s amendment appearing in the final version of the bill.For further discussion of perceived inconsistencies between the Hyde Act and the 123 Agreement, see Proceedings of the Brookings Institution, July 30, 2008, Washington, D. C. â€Å"The U. S. -India Nuclear Agreement,† participants Stephen P. Cohen, Strobe Talbott, R. Nicholas burns, and Robert Einhorn, scribd. com/doc/6397716/Steve-P-Cohen-The-USIndia-NuclearAgreement-the-Brookings-Institution. All citations from version of â€Å"Agreement for Cooperation Between the Government of the United States of America and the Government of India Concerning Peaceful Uses of Nuclear Energy (123 Agreement)† released by U. S.Department of State, August 3 2007, merln. ndu. edu/archivepdf/ india/State/90157. pdf. 11 12 13 IDSA Issue Brief 5 However, the agreement advises both the U. S. and India to â€Å"consider the relevant circumstances† and â€Å"take into account whether the circumstances that may lead to termination or cessation resulted from a Party’s serious concern about a changed security environment or as a response to similar actions by other States which could impact national security. † Further, the agreement urges both countries to â€Å"recognize that exercising the right of return† to compel India to send back any nuclear material acquired from the U.S. â€Å"would have profound implications for [U. S. -India] relations. † Finally, the agreement also spells out how the U. S. would help India work with other countries on ensuring its fuel supply if the U. S. were to cease supplying to India. 14 Such stipulations provide manoeuvring room for India to defend a decisi on to test as a response to a new security threat from countries such as China or Pakistan and arguably, for the U. S. to find creative ways to respond. Primary sources from when Congress was conducting hearings on the deal offer some clues to how the U.S. could interpret the above language in future scenarios. For example, correspondence between Chairman of the House Committee on Foreign Affairs Tom Lantos and State Department assistant secretary for legislative affairs Jeffrey T. Bergner reflects Congressional concern about what was left unsaid in the 123 Agreement. In response to the question â€Å"Would any of these commitments continue to apply if India detonated a nuclear explosive device? If so, under what circumstances? †, the State Department offered reassurances that the U.S. would have the right to cease nuclear cooperation with India â€Å"immediately. †15 In response to concern that the fuel supply assurances would mitigate the effects of U. S. cut-off, th e State Department clarified that the purpose of these assurances was to â€Å"guard against disruptions of fuel supply to India that might occur through no fault of India’s own. †16 In response to a question about how provisions for a â€Å"lifetime† supply for India’s safeguarded reactors was consistent with Senator Obama’s amendment on limiting fuel 14 The United States will support an Indian effort to develop a strategic reserve of nuclear fuel to guard against any disruption of supply over the lifetime of India’s reactors. If despite these arrangements, a disruption of fuel supplies to India occurs, the United States and India would jointly convene a group of friendly supplier countries to include countries such as Russia, France and the United Kingdom to pursue such measures as would restore fuel supply to India,† Ibid. â€Å"Questions for the Record submitted to Assistant Secretary Bergner by Chairman Tom Lantos House Committee on Foreign Affairs,† October 5, 2007, Question 16.Ibid. , Questions 17 and 18. 15 16 If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 6 e reactor reserves, the State Department replied simply, â€Å"[w]e do not read these provisions to be inconsistent. †17 Finally, when asked why the agreement does not contain â€Å"explicit† language on â€Å"actions that would give the U. S. the right to terminate nuclear cooperation† in the event of a test, the State Department answered that the agreement â€Å"provides for a clear right for the U. S. o terminate nuclear cooperation and a right to require the return of equipment and materials subject to the agreement in all of the circumstances required under the Atomic Energy Act, including if India detonated a nuclear explosive device†¦Ã¢â‚¬ 18 These exchanges offer some insight into how the U. S. could interpret the provisions on testing and termination in the various components of the c ivil-nuclear deal should India ever again test. In underscoring the U. S. right to end cooperation and request the return of nuclear materials, the State Department does not specify whether such a response would be mandatory.Eleventh-hour controversy and persisting post-deal ambiguities The clarifications provided by the State Department did not put an end to debate about Indian testing. In fact, the testing controversy remained live even after President Bush signed the United States-India Nuclear Cooperation Approval and Nonproliferation Enhancement Act, the legislation that approved the 123 Agreement. For example, before sending the bill to the President, the Senate rejected an eleventh-hour amendment to end nuclear exports if India were to test nuclear weapons. 19And even so, the Indian government was taking no chances.Secretary of State Condoleezza Rice had arrived in New Delhi several days after Congress approved the bill and was expected by many to get Indian Foreign Minister Pranab Mukherjee’s signature on the agreement. 20 But the Indian government insisted that President Bush sign first, reportedly in the hope that Bush would make a final statement speaking to India’s concerns about continued fuel supplies if India were to conduct a test. 21 On October 8, 2008, President Bush signed the bill without the much-sought after explicit language on the repercussions of testing.In his statement, he noted simply that the legislation authorizing the 123 Agreement â€Å"does not change the 17 18 19 Ibid. , Question 19. Ibid. , Question 35. Bajoria and Pan. Amendment was S. AMDT. 5683 to H. R. 7081 â€Å"To prohibit nuclear trade with India in the event that India detonates a nuclear weapon and to impose certain certification, reporting, and control requirements. † The amendment was introduced and rejected on October 1, 2008. The Senate passed H. R. 7081 the same day. Rama Lakshmi, â€Å"Glitch Delays Signing of India Nuclear Pact,† T he Washington Post, October 5, 2008. Ibid. 20 21IDSA Issue Brief 7 fuel assurance commitments that the United States Government has made to the Government of India, as recorded in [the agreement]. †22 Just weeks after Bush signed the 123 Agreement, The Washington Times ran an editorial chastising his administration and Congress for approving the deal and urging the incoming Obama administration to end cooperation if India were to resume testing. 23 Citing â€Å"serious concerns† about the deal’s compliance with the standards of the Hyde Act, the authors argued that â€Å"the next administration must make it clear that conditionality or not, the U.S. will cut off nuclear supplies if India conducts another test. † 24 The Obama administration has not released such a statement. More recently, disagreement on the testing issue contributed to delays resolving the latest successfully concluded aspect of the nuclear deal - the terms of the agreement that will all ow India to reprocess spent fuel. In an April 5, 2010, interview, the Carnegie Endowment’s Mark Hibbs was asked about what would happen to the reprocessing agreement if India were to test a nuclear weapon. Hibbs explained that lthough â€Å"[t]he arrangements do not explicitly state that an Indian nuclear test would be grounds for suspending U. S. consent to reprocessing †¦ the United States could base suspension upon its determination that a test constituted a serious threat to U. S. national security. †25 An Arms Control Association report on the terms of the reprocessing agreement clarifies how the repercussions of testing could play out, citing the language of the agreement: The â€Å"sole grounds† for seeking suspension are â€Å"exceptional circumstances limited to† a determination by either party that â€Å"continuance of reprocessing of U.S. -obligated material at the Facility would result in a serious threat to the Party’s national s ecurity† and a determination that â€Å"suspension is an unavoidable measure. †26 The testing issues, it appears, will not be laid to rest anytime soon. Forecasting U. S. response The above overview provides ample evidence of the primacy of the testing issue in negotiations about the civil-nuclear deal and persisting post-deal ambiguities. As this analysis demonstrates, despite vigorous debate and careful examination of the language of each component of the deal, U.S. response to an Indian test is arguably uncertain. Those who want to predict U. S. response should also be mindful that whatever the deal 23 Lawrence J. Korb and Winny Chen, â€Å"U. S. must suspend deal if India tests another nuke,† The Washington Times, November 11, 2008. Ibid. Mark Hibbs, â€Å"Moving Forward on the U. S. -India Nuclear Deal,† Carnegie Endowment, Q;A, April 5, 2010, http://carnegieendowment. org/publications/index. cfm? fa=view;id=40491. Daniel Horner, Arms Control Today, à ¢â‚¬Å"India, U. S. Agree on Terms for Reprocessing,† May 2010, rmscontrol. org/act/2010_05/US-IndiaReprocessing). 24 25 26 If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 8 e says, the president and a simple majority in Congress could enact freestanding legislation to end cooperation. 27 For these reasons, in addition to mining the relevant legislation to identify triggers for termination, onlookers should consider how factors such as the makeup of leadership in Washington, pressures from domestic interest groups, and geopolitical context could play a decisive role in shaping this response.Who’s in power in Washington – Studying the copious record of debate on testing is a reminder of the fact that the Bush administration and Congress did not see eye to eye on all aspects of the deal. With a new president and newly elected members of Congress, some of these fault lines may again appear in the future. President Obama’s statements and positions as a senator give reason to believe he would favour acting decisively if India were to test. Some observers have even contended that the Obama administration has been deliberately slow to implement the civil-nuclear deal, perhaps reflecting residual opposition to its terms. 8 If the American public does not re-elect Obama for a second term, this calculus would shift. Turnover in Congress after the upcoming midterm elections could also shake things up. Domestic interest groups – No matter who is in the White House, any President deciding whether or not to terminate cooperation would want to factor into consideration the growing influence of the Indian American lobby in the U. S. and its perception of a U. S. response. 29 The deal signified an elevation of U. S. -India partnership. Ending the deal could be similarly symbolically significant. Business interests will also shape the nature of U. S. esponse. Some critics of the nuclear deal have long held that business i nterests drove the initiative. 30 And economic self-interest could certainly reduce the likelihood of U. S. termination. American companies such as GE Hitachi and Westinghouse that are poised to construct nuclear reactors in Andhra Pradesh and Gujarat will not want to be cut out of Indian markets. 31 According to a U. S. -India trade group, such business may be worth $130 billion by 2030. 32 27 See Michael A. Levi and Charles D. Ferguson, â€Å"U. S. India Cooperation: A Strategy for Moving Forward,† CSR No. 16, June 2006, Council on Foreign Relations, p. 9. Raja Karthikeya, â€Å"India’s CTBT debate: Conviction or Con‘fusion,’† published on the website of the Center for Strategic and International Studies (http://csis. org), Sept. 28, 2009. For coverage of the growing influence of the Indian American lobby see Mira Kamdar, â€Å"Forget the Israel Lobby. The Hill’s Next Big Player Is Made in India,† The Washington Post, September 30, 2 007, washingtonpost. com/wp-dyn/content/article/2007/09/28/ AR2007092801350. html. See for example J. Sri Raman, â€Å"The U. S. -India nuclear deal – one year later,† Bulletin of the Atomic Scientists, October 1, 2009, hebulletin. org/web-edition/features/the-us-indianuclear-deal-one-year-later. Randy Woods, â€Å"India names sites to host reactors by GE Hitachi, Westinghouse,† Nucleonics Week, October 22, 2009. Mark Hibbs, â€Å"Moving Forward on the U. S. -India Nuclear Deal,† Carnegie Endowment, Q;A, April 5, 2010, http://carnegieendowment. org/publications/index. cfm? fa=view;id=40491. 28 29 30 31 32 IDSA Issue Brief 9 Balance of power geopolitics – Concern about preserving the balance of power in Asia and assessing the motives that may have led India to test in the first place will also play a role in determining U.S. response to an Indian test. India may in the future want to expand its nuclear arsenal or increase the credibility of its th ermonuclear deterrent in response to developments in neighbouring countries. If India were to test following overt territorial aggression by China or Pakistan, then it is probable the U. S. government would indeed excuse Indian tests. If India were to test in the wake of testing by China or Pakistan, it is again possible that the U. S. would tolerate a reciprocal act, though it is hard to imagine officials in Washington not feeling compelled to respond in some shape or form.It should also be noted that the U. S. will probably have to impose sanctions on India regardless of what steps (if any) it takes with respect to ending nuclear cooperation. The Glenn Amendment to the Arms Export Control Act mandates that the U. S. cease assistance to any non-nuclear weapons state involved in the transfer or use of a nuclear explosive device, although the president has authority to delay imposing sanctions if he deems they would be â€Å"detrimental to the national security of the United Statesà ¢â‚¬  and waive them entirely with Congress’s approval. 3 This was the law triggered in 1998 when India conducted five nuclear explosions in the desert of Rajasthan. But the impact of such sanctions has been debated. 34 The political will to maintain sanctions against India (and Pakistan, which had conducted its own nuclear tests following India’s tests) seems to have been lacking as penalizing India became less important than securing business opportunities and India’s partnership on emerging regional security concerns. Congress repealed sanctions against India less than two years after they went into effect. 5 As the above snapshots of the factors that could determine a U. S. response to Indian testing suggest, people-to-people, business, and security ties between the U. S. and India have only grown since then. These factors (with the exception of the make-up of U. S. leadership) demonstrate the ways in which U. S. response to Indian testing could be complica ted by the transformation of the U. S. -India relationship since the end of the Cold War. Increasing partnership may limit the scenarios under which the U. S. would end the civil-nuclear deal or take supplementary steps such as imposing sanctions.Why ending the deal may not matter to India Understanding how India will be impacted by a U. S. response to testing is as important 33 See Section 102(b) of the Arms Control Export Act. India is a non-nuclear weapons state as defined by the Nuclear Nonproliferation Treaty. For a comprehensive discussion of the impact of the 1998 sanctions against India and Pakistan see Robert M. Hathaway, â€Å"Confrontation and Retreat: The U. S. Congress and the South Asian Nuclear Tests,† Arms Control Today, January/February 2000, armscontrol. org/act/2000_0102/rhjf00. Ibid. 34 35 If India Tests?The Implications for the Indo-U. S. Civil-Nuclear Deal 10 e considering the nature of the response. There is good reason to believe that India would as n ot be adversely affected by a cut-off of U. S. nuclear supplies. Even if the U. S. stops nuclear cooperation with India, several other countries are poised to step in and begin exporting fuel and technology to India. Shortly before Congress approved the deal, the Nuclear Supplies Group agreed to exempt India from the usual rules governing global nuclear trade, freeing India to cooperate with other NSG member states on nuclear trade.India currently has bilateral nuclear agreements in place with the U. S. , France, Russia, Kazakhstan and Canada. 36 The NSG exemption opening up trade with India may in fact be the most significant legacy of the civil-nuclear deal. As George Perkovich explains, â€Å"[i]f India were to test a nuclear device after several years of receiving fuel imports, it would be able to withstand interruption of foreign fuel supplies, especially if in the intervening period India increases its own uranium mining operations. 37 This analysis suggests that Senator Obam a was prescient when pushing for limits on Indian reactor fuel reserves. In the future, however, cut-off of U. S. supplies may not be a sufficient tool for preventing Indian proliferation. Conclusion By some calculations, the chances that India will test a nuclear weapon in the coming years have never been high, deal or no deal. But if India again surprises the world as it did in 1998, then conversations on the implications for the deal will undoubtedly be about more than its finely wrought language.The above record of debate on testing speaks to the depth of American concern that testing will lead to unstable nuclear escalation and to the lengths the U. S. went to in order to deter India from conducting new tests. But the end result of those negotiations also underscores U. S. resolve to forge a new relationship with India despite evident disagreement on a thorny issue. In the event of a test, it’s a safe bet that the preferences of U. S. eaders, domestic lobbying, and geopo litical balance of power considerations will play a role in determining U. S. response. The effect of that response on an India that is itself deepening ties with the U. S. and diversifying its partnerships is equally worth contemplating. 36 Urjit R. Patel, â€Å"Crucial Deadline for Nuclear Energy Business in India,† The Brookings Institution, brookings. edu/opinions/2010/0817_nuclear_energy_india_patel. aspx. George Perkovich, â€Å"Global implications of the U. S-India deal,† Daedalus, Winter 2010, p. 26. 37

Poverty Essay Example | Topics and Well Written Essays - 1250 words

Poverty - Essay Example The cultural concept of the ‘American dream’ is threatened by the concept of poverty. The behavioral poverty theory blames people for their impoverished state. 50.2 Million people are in a food insecure household which represents 23.3% of all children. Conservatives, in order to cut social programs, demonized the poor and classified them as immoral through anecdotal myths. Clients Name Name of Professor Name of Class Date Poverty in America The United States was founded on the ideology of equality, although much of that equality took decades, even centuries, to come close to achieving. The nation is still a work in progress, a continuing social experiment that has the potential to reach a state of enlightened social construction. However, one of the core principles that has framed the ideology of the country has been the principle of the â€Å"American dream†. This dream is based upon the idea that through the freedoms that have been established through law and th rough the beliefs that have become ingrained within the culture, every person can find success. However, while opportunity does exist, the paths to opportunity are fraught with obstacles that not everyone can endure. Poverty has become an obscenity against the concept of â€Å"the land of opportunity† to the point that in some instances it has been criminalized. Cultural belief systems have made it a state of moral decay as well as financial Because of the cultural discourse on poverty, the needs of those who have suffered so many losses that recovery is next to impossible without assistance are so poorly addressed that recovery from poverty is near impossible. In the 1970s and 1980s, a shift was seen in the way that the public considered the state of poverty. In the1980s when Ronald Reagan took the office of the President of the United States, one of his goals was to change the way in which the welfare system addressed the issue of poverty. The amount of resources that were devoted to public assistance were considered too high by the conservatives and reframing the nature of poverty seemed to be the best recourse in lowering the amount of money spent on social services. Therefore, the concept of behavioral poverty was invented which was a theory that looked at the behavior of individuals as being responsible for their financial position rather than socio-economic problems that needed to be addressed. Behavioral poverty outlines a series of behaviors that are connected to being poor. Three behaviors were identified as being central to combating poverty and the behaviors that lead to poor financial resources: â€Å"completing high school, once an adult, get married and stay married (even if not on the first try), and stay employed, even at a wage and under conditions below their ultimate aims† (Stoesz 70). The foundational belief, however, is that the way to combat poverty is to go back to work. Therefore, in order to support this belief system, t he government constructed guidelines and requirements that must be followed in order to qualify for welfare in order to promote a return to work for those who are suffering from impoverished conditions (Stoesz 71). New Paternalism is a set of social policies that are intended as â€Å"a prescription for alleviating behavioral poverty. If the poor suffered from poverty other than absence of cash, and this was attributed to volition, the a logical policy outcome would be to

Martin Luther Kings I Have a Dream Essay Example | Topics and Well Written Essays - 1000 words

Martin Luther Kings I Have a Dream - Essay Example For instance, he starts his speech by saying, â€Å"One hundred year later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination† (Incomeexperts, 2012). In his speech, he also states a number of times on the way he dreams of for equality in the United States of America. King argues that â€Å"I have a dream my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character† (Incomeexperts, 2012). Martin Luther King goes further to point produce documents, which he uses to emphasize his argument. In addition, he explains to his audience on how the Emancipation Proclamation document was a milestone in the wake of equality in the United States of America Negros. The then president, Abraham Lincoln, signed this document states, which set free the slaves in many states. These were among the first signs of the black minority getting their rights. He goes even further to mention about the United States Constitution to emphasize his point on how his dream his of equality could be realized. Through emphasize of many of his introductory words, king puts his audience in a position to remember what they heard about the speech. This is one of the characteristics of a good speech presentation; moreover, the voice of Martin Luther King is sophisticated. This is seen through his use of descriptive words with these words he gives his audience the view of how they are being treated and what he dreams about. Furthermore, he uses other descriptive styles like metaphors to give the audience a better understanding of his speech, for example he says, â€Å"America has given the Negro a bad check, which has come back marked insufficient funds† (Incomeexperts, 2012)   

The Country Husband Essay Example | Topics and Well Written Essays - 500 words

The Country Husband - Essay Example Francis, the leading male character of the story, suddenly finds himself in a situation where despite his efforts he cannot ignore the fact that something is missing in his suburban life. On the whole, it all seems quite right as suburban life might often look but underneath the surface lies a sense of restlessness as if there is a hole in the picture that needs to be filled. after an almost near-tragic experience on the plane, Francis returns home with a heightened sense of his mortality only to find that no one was really interested in that story. This leaves him with a sense of frustration and emptiness which makes him explore life outside his suburban existence. The reaction of his daughter Helen explains what really the core problem was. Helen, "doesnt understand about the plane crash, because there wasnt a drop of rain in Shady Hill" (Shady Hill, 54). She cannot fathom how her father could have been in an accident when weather was just fine in Shady Hill. This helps us understand what the issue is really. The people in Shady Hill cannot see beyond their own suburban boundaries. They are suffering from middle class complacency that doesn’t allow them to see beyond the limited sphere of suburban lives. That obviously limits a person’s view of the world and Francis slowly begins to realize it: â€Å"Looking back over the recent history of Shady Hill for some precedent,†¦"[Francis] found there was none. There was no turpitude; there had not been a divorce since he lived there; there had not even been a breath of scandal. Things seemed arranged with more propriety even than in the Kingdom of Heaven" (Shady Hill, 66). This surreal picture was however sometimes disturbed by people or animals that couldn’t gel well into the suburban structure. Two such people were Gertrude and Jupiter, a little girl and a black retriever, who were living lives on their own terms and in their own way. However

Pursuing A Career In Teaching Education Essay

Pursuing A Career In Teaching Education Essay Mark Twain once said work and play are words used to describe the same thing under different circumstances (n.d.). When choosing a career, it is important that it does not feel like work all the time. Becoming a teacher requires preparation such as education, summer jobs, skills and having references available for later use. The work a teacher deals with can be physically and emotionally stressful, differ in salary and working conditions and also with the type of people they work with. The potential of a teacher depends on the career path they choose, and the amount of training and schooling they are willing to obtain to go further into their career. There may be disadvantages to being a teacher, but at the same time there are many advantages. Pursuing a career in teaching will be challenging yet rewarding. Teachers have been around since the dawn of time and have always had the same purpose, to educate. A teacher is defined by Merriam-Websters Dictionary as one that teaches; especially one whose occupation is to teach (2004, p. 1016). Teaching is defined as to cause to know or understand; to assist in learning how to do something; show how (Merriam-Webster, 2004, p. 1016). The evolution of teachers started way back in the beginning of time. Teachers started to come about when language was invented through apprenticeship, imitation, and ritual. Teachers became more prominent when the invention of writing came about, because they did not have to teach orally anymore and started to teach children how to read (The World Book Encyclopedia, 2010, p. 97). There has always been someone who has influenced teaching in one way or another. In Ancient Greece, three famous teachers were Plato, Aristotle, and Socrates. Their teaching methods had the biggest impact on Western education (The World Book Encyclopedia, 2010, p. 98). Still today there are people who influence teaching and different methods of teaching. The profession of teaching in constantly evolving with incorporation of the advanced technology. Computers have become a large part of classroom studies and teachers find themselves having to incorporate them into their lessons. Smartboards have also risen into a top teaching tool for teachers. To be able to use these SmartBoards, teachers must participate in certification classes. As a teacher, the main purpose of their job is to be able to guide a student towards a successful future. Teachers have to be capable of working with students and trying to get them to understand new information with becoming frustrated. They have to be responsible and excellent role models. I chose teaching as my possible career path because I believe I possess these necessary qualifications in order to become a successful teacher. There are skills and education required to become a teacher, along with summer jobs and references that can be helpful. The education required for a teacher can take at least eight years to achieve. First they must obtain an undergraduate degree and then continue to obtain a bachelors degree. Some teachers choose to go further into their education and receive a masters or doctoral degree. Pursuing the higher degrees requires more schooling while also maintaining a job as a teacher. Masters and doctoral degrees are not necessary to become public school teachers. Traditionally to become a public school teacher, a complete bachelors degree from a teacher education program and license are required. Depending on the grade you want to teach, certain courses are required to take in college. If becoming a high school teacher, usually major in their field of study. (U.S. Department of Labor, 2010-11) If a person wants to pursue a career in teaching they must attain a teaching license. To attain a teaching license there are requirements. To obtain a license, you need a bachelors degree, a completed approved teacher training program, a certain number of subject and education credits, and supervised practice teaching (U.S. Department of Labor, 2010-11). A person must also possess certain skills to even consider becoming a teacher. These skills help to develop the type of teacher they are going to be, whether they are communicative or authoritative. Teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students education and emotional needs à ¢Ã¢â€š ¬Ã‚ ¦ recognize and respond to individual and cultural differences in students and employ different teaching methods à ¢Ã¢â€š ¬Ã‚ ¦ should be organized, dependable, patient and creative à ¢Ã¢â€š ¬Ã‚ ¦ also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents and members of the community. (U.S. Department of Labor, 2010- 11) When a person is a teacher, they need to be able to communicate with their students in a way that they can understand, they also need to be able to be someone that a student can trust and depend on. If a teacher is disorganized, their classes will also become disorganized and no learning will take place effectively. A teacher must also be able to change their lesson plans depending on the type of children they are teaching because not every student is the same. Some students may be willing to learn, while others may find it difficult to concentrate on anything going on. There are summer jobs that can help in the field of teaching. A camp counselor is one summer job that can be helping if wanting to pursue a career in teaching. Camp counselors constantly deal with all different types of children and can definitely help in learning how to be patient with students and children. Working as a summer camp counselor also puts oneself in a position where there are counselors working together , which teachers also do. Other summer jobs that may be helpful in a teaching career are babysitters, coaches, and umpires (U.S. Department of Labor, 2010-11). Each of these jobs requires working with children persistently, and learning to communicate with them in a creative way. References help to secure a job position at a school, good references may make the difference between deciding between two candidates. Good references could be former employers, coworkers, or teachers or anyone else who can describe your abilities and job-related traits (U.S. Department of Labor, 2010-11). References, skills, summer jobs, and education are all necessary to prepare for a career in teaching. A career as a teacher ranges in salary, hours worked, the people you work with, and working conditions, but always has the same amount of vacation time, even though it may be broken down differently. A teacher has to deal with working conditions wherever they teach. The conditions may be satisfactory, or may not be, but either way they have to be able to do perform to their best abilities. As a teacher, you are constantly surrounded by students, willing and nonwilling to learn. It can be frustrating and rewarding. There are large classes, heavy workloads and old buildings with no technology, it can be stressful. A public school teacher has no control over what they can teach. They are held accountable for poor state test grades. Isolationism can result from being around kids all the time. (U.S. Department of Labor, 2010-11) Working conditions cannot determine how a teacher teaches, they need to teach the way they would in ideal working conditions, surrounded by ideal students and ideal classes. When students are doing poorly in their classes, it is always perceived as the teachers fault. They are constantly being blamed and having to face criticism even when they are performing their job the exact way they should be. The average work week consists of forty hours, with some more due to extracurricular activities (U.S. Department of Labor, 2010-11). Teachers decide to pick up more hours during the work week by chaperoning dances, leading clubs and volunteering at school funded events, in order to receive a higher pay check. The average salary ranges from $47,000 to $51,800 according to the numbers of May 2008 (U.S. Department of Labor, 2010-11). The salary of a teacher is no where close to where it should be, with all of the different responsibilities they are held accountable for, so that is why they cho ose to participate in extracurricular activities. Vacation time for a teacher remains the same for each one. The only aspect of vacation time that differs is when the vacation takes place. Depending on how the school year is, a teacher works ten months with a two month vacation during the summer. If it is a year round school, teachers work eight weeks, on vacation for a week, and have a five week midwinter break (U.S. Department of Labor, 2010-11). Teachers also have vacation time during the holiday breaks that students are off from school, such as Winter break and Spring break. Having a career in teaching comes with physical and emotional stress. Reese interviewed Sewell, a teacher at a college, and states: Sewell has to prepare, teach, grade, and counsel all by herself. She has seventeen classes she is responsible for teaching à ¢Ã¢â€š ¬Ã‚ ¦ Sewell finds that preparing for a class requires an enormous amount of time. It takes a lot of preparation just to go in there and teach for an hour. Sewell notes. Her students arent the only ones who get stressed. Some days are so trying because there is so much to balance, Sewell adds. (2003) Teachers regularly have to teach, grade, prepare and counsel for their students, which adds a great deal of physical stress, with all the paperwork that comes along with it. The emotional stress can pertain to counseling because the students problems come out into the open and a teacher has to be there to listen, and depending on what the students are telling them, it can create internal conflicts for the teacher, adding on more emotional stress. Emotional stress can also come from the students not participating in class, or not paying attention and doing poorly on the exams, and may make the teacher feel as if they are not doing their job the correct way. There are various kinds of people that a teacher works with. Baccio is a teacher in a juvenile detention center and according to Redman Baccio works with inmates ranging from ten to eighteen years old who may have mental illnesses and may be unmotivated. She teaches them to read, even though they should know how to (2008). Teachers usually come across students who are unwilling to learn and tend to do nothing in their classrooms. Teachers have to be able to persuade these students to try and learn, but that does not always happen. There are of course students who are always willing to learn and teachers look forward to guiding and enlightening them. Teachers work with students, but also have coworkers. As a teacher you work with many other teachers as well as supervisors and have to be able to work with parents and the community (U.S. Department of Labor, 2010-11). When teachers work together, they are usually brainstorming ideas about how to improve on lessons, which books to read, how to keep students engaged in conversations and all around try to be creative. Teachers are usually evaluated by a supervisor sitting in on a lesson every once in a while (Reese, 2003). The evaluations help a supervisor to see if a teacher is really doing his or her job. The different factors that are incorporated with the caree r of teaching may lead some to rethink this option. Having a career in teaching can lead to higher positions on a possible career path. People vary in their opinions about the advantages and disadvantages of teaching. According to the U.S. Department of Labor, the advantages of being a teacher are that you have the ability to help someone achieve a goal, you can help to make the right choices about school and life, and you get to see the difference that you make in a childs life (2010-11). Redman quotes Boccio when she says People like to be successful, so as [the students] start to get some good grades back, and feel that Im really watching them carefully à ¢Ã¢â€š ¬Ã‚ ¦ most of them meet that challenge; most of them are actually quite successful (2008). Reese illustrates that Sewells students admire her for what she does and are always willing to help if she has a lot going on. This helps her students learn organizational skills that they will need as teachers (2003). The main advantage of being a teacher is that they are an inspira tion to other students and are watching others become successful. Of course there are disadvantages of being a teacher. Disadvantages of being a teacher are that is a stressful career, can involve unruly and violent behavior, students may be unmotivated and you are held accountable for their failures, there is little control, and can lead isolationism (U.S. Department of Labor, 2010-11). One of the challenges of Boccios job is continually accommodating new additions to her classroom without making those students feel as if they have missed out or unable to participate right away. It is a stressful environment, and many of the students have mental health issues, both of these elements affect classroom behavior and how Boccio enforces rules. (Redman, 2008) This is truly a disadvantage for a teacher because no two students are the same. Teachers have to make their lesson plans understandable for every child they teach and make sure the lessons convey the same message across each student. It is difficult enough to try and have one student understand what is going on, but they have to be able to communicate it to twenty to thirty students. The future outlook of a career in teaching was determined by the U.S. Department of Labor, Job openings will result from the need to replace the large number of teachers who are expected to retire over the 2008-18 period. Jobs should be more available in inner cities and rural areas than suburban districts. The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. The projected employment for 2018 is about a thirteen percent increase in kindergarten, elementary, middle, and secondary school teachers. (2010-11) There is a good chance that by the time the 2011 high school graduating classes receives their bachelors degrees, there will be more opportunities for those looking to pursue a career in teaching. Teachers have the ability to further their careers by furthering their education. Dale Carlson is now the superintendent of the school district of Holmen, Wisconsin. In a magazine article, he talks about how he got to where he is now. Dale Carlson has just become the superintendent of the school district of Holmen, Wisconsin. He previously worked for thirteen years at Parker High School in Janesville, Wisconsin, serving for nine years as a principal and for four years as an assistant principal. Carlson started his career as a math teacher in Mausten, Wisconsin, and taught for nine years in Houston, Minnesota, and La Crosse, Wisconsin. (Carlson, 2009) In order to progress his career, he had to attain a higher level of schooling. To become an assistant principal, principal, administrator, or deal, usually requires a masters degree (U.S. Department of Labor, 2010-11). Carlson had to obtain his masters degree before he could become an assistant principal and start his way up to superintendent. There are many advanced careers from teaching. A teacher can become an assistant principal, principal, administrator, chief academic officer, dean, chairperson and more. Teachers can even become superintendent of their districts (U.S. Department of Labor, 2010-11). The possible outlook for a career in teaching can result in higher positions and responsibilities. Pursuing a career in teaching is a very demanding but exhilarating career. Teaching demands a lot of time with grading and preparing, but at the same time is exhilarating because it helps students to advance in life. From the research, I feel that I am suited for a career in teaching. To be suited for a career in teaching, a person must be very patient and are always trying to get students or children to do their best. They have to want to help others understand new information and succeed at it. They have to be willing to lend a hand to a coworker or student in need. Teachers must be tolerant of others and have a high threshold of patience. I feel that I am suited for a career as a teacher because I harbor these necessary qualities. To attain my goal, I need to pursue advanced schooling and take classes dealing with different types of people. Although there are disadvantage and a great deal of stress that go along with pursuing a career in teaching, there are many advantages, such a s watching a student learn something new and helping students make difficult choices. Teachers are such an important aspect of any community, and will always be, which is why I would love to look as teaching as a possible career choice.

Genocide :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In the article, â€Å"Columbus’s Legacy: Genocide in the America’s,† by David E. Stannard, the theme can be identified as contrary to popular belief that the millions of native peoples of the Americas that perished in the sixteenth century died not only from disease brought over by the Europeans, but also as a result of mass murder, as well as death due to working them to death.   Ã‚  Ã‚  Ã‚  Ã‚  Stannard starts out the article by citing contemporary examples of U.S. press’s thought of â€Å"worthy and unworthy† victims. He gives examples of â€Å"worthy† victims in Cambodia, Bosnia, and Croatia and â€Å"unworthy† victims in East Timor. The author states that the native peoples of the Americas never have been labeled â€Å"worthy.† And recently, American and European denials of guilt for the most absolute genocide in the history of the world have assumed a new guise. The author quotes anthropologist Marvin Harris, describing the devastation through the West Indies and throughout the Americas as accidental, an â€Å"unintended consequence† of European exploration.   Ã‚  Ã‚  Ã‚  Ã‚  Epidemic disease undeniably contributed to the carnage, but in many volumes of testimony the European explorers detail their murderous intentions and actions. The slave drivers of the day calculated that it was cheaper to work people to death by the tens of thousands and then replace them than it was to maintain and feed a permanent captive labor force. The Europeans saw the Indians as block in the pathway to unlimited access to North America’s untouched bountiful lands. After the mass deaths due to epidemic, new settlers and explorers purged Indian villages, burn entire towns, and poisoned whole communities. They also engaged a farsighted genocidal tactic of preventing the population from recovering, by abducting the women and children and selling them into slavery in markets in the Indies. After about fifty years of this, the numbers in Indian nation had diminished significantly.

Marketing Manager of Oreos Essay

In this written assignment, I will be accepting the role of a marketing manager that will select a product (good or service) that’s sold in the United States and has sales opportunities in a foreign market. The product I have chosen is Oreo’s, are the world’s favorite cookie. Throughout this assignment, I will apply my critical thinking skills and the knowledge I have attained throughout this course to the product that I have chosen. The first steps in marketing are putting the right product out at the right price and the right time. All of us have grown up with Oreo cookies, we all have our disputes as to the way to eat them dunking them in milk or twisting off one side then eating the middle first. Since the introduction in 1912, the Oreo cookies has become the bestselling cookie in the U.S. (Rosenbery). Since the Oreo has been around there has been 362 billion cookies sold which then makes it the â€Å"best-selling† cookie. The first Oreo to be sold was in Hoboken, NJ. At this time the packaging of the cookie was a â€Å"bulk tin and was sold by the weight†(Oreo). The Oreos time and place utility can be found in more than 100 countries and in all super markets. The Ease of Possession utility adds value by reducing reasons not to buy or adding incentives to purchase (White). Oreos can be found in every store that sells food or any country so when you are feeling like an Oreo all you have to do is find a super market. Oreo’s target market is anyone over the age of 12, Kraft promised to stop advertising its most high in calories products to kids under the age of 12, this is first major food company to do so (Callahan). The 100-year-old sandwich cookie, a $2 billion brand, is going global in a big way. Emerging markets will account for about half of Oreo sales this year, and over the past five years emerging markets including Asia and Latin America have been the major drivers of the brand’s growth. Thanks to the overseas push, overall Oreo sales grew nearly 25 percent in 2011(Einhorn). The number one foreign market for Oreo’s China is now the world’s largest Oreo market outside the United States, with 41.9% growth in measured consumption over the last year, according to ACNielsen (Wai-yin Kwok). In  order for me to apply the STP approach in the American and foreign market is first I will have to determine which types of customers exist, select which ones we would be able to serve best, and then implement our segmentation by improving our cookies for that segment and show that we made the choice to stand out and remain rare. The primary segment is one for who the product is designed for, maximum revenue will come from the primary target market. These customers that share common characteristics and behaviors account for the highest capacity of sales and are most likely to buy now. The positioning of Oreo cookie is tempting to kids and teenagers they are the highest consumers of cookies. The secondary market is future primary buyers, persons buying at a high rate in a small segment and people who influence primary buyers. However their characteristics and buying behaviors usually are different from those of the primary market. For example this would be the persons that live a fast passed life style like adults, and working parents, and grandparents. In order s to implement our target, we must begin positioning by choosing what image the company would like to portray to our consumers. One way is for the company to maintain a strong competitive advantage. Consumers are more willing to pay premiums for products that are not harmful to the environment. I would develop, execute, and measure a campaign for this product considering the four p’s (product, price, promotion, and place) by choosing what Oreo is known for. The product should also be of high quality, since consumers will not pay a premium price for none premium product. With pricing I would have a reasonable price for the quality of product but also would guarantee freshness. Major trend in the foreign markets that will hurt business sales is some couture’s don’t like high in fat foods. In order to get into a foreign market and stay we will have to research and find out what they are looking for in a cookie. According to Global Journal of Finance and Management the reach they found was that the Chinese lacked the emotional attachment with the cookie pertaining to a strange shape, high value and even a taste that wasn’t the best of what they liked. Kraft’s Chinese division used this information to formulate a modified the recipe, making a cookie prototype of a formula that tasted right (republication). Research will have to be done  when going in any foreign markets when it comes to marketing in a new area you want to have success the first time rather than later having to figure out what went wrong. Global business ethics has a number of open difficulties, Always keep in mind every culture and nation has its own values and traditions. Since there is no international code of conduct it is important for all companies to develop their own ethical values. I will have to develop standards that the Oreo company will at hear to at all times. As the marketing manager, I have studied the sales opportunities Oreos has in a foreign market. I applied my critical thinking skills and the knowledge I have learned throughout this course to the product that I have chosen. When companies are going into a foreign market it is imperative to really understand the markets before you lunch your products, also you need to connect with every market in order for your business to be successful. References Rosenbery, Jen (2010) http://history1900s.about.com/od/1910s/a/oreohistory.htm http://oreofunandfacts.weebly.com/history-of-oreos.html White, S. (2012). Principles of Marketing (1st Ed.). San Diego, CA: Bridgepoint Education, Inc. Einhorn, Bruce(2012) http://www.businessweek.com/authors/449-bruce-einhorn Wai-yin Kwok, Vivian(2008) http://www.forbes.com/2009/12/08/china-oreo-tang-cmo-network-kraft.html Amit Verma ISSN 0975-6477 Volume 6, Number 7 (2014), pp. 615-618 http://www.ripublication.com

Lugar del matrimonio gay para beneficios migratorios

Lugar del matrimonio gay para beneficios migratorios En Estados Unidos los matrimonios gays tienen los mismos beneficios  migratorios que los heterosexuales, tanto para el caso de tarjetas de residencia como de visas no inmigrantes. Beneficios migratorios de matrimonios gays Ciudadanos y residentes permanentes pueden solicitar la green card para sus cà ³nyuge, esto aplica tanto a los matrimonios entre una mujer y un varà ³n como a los celebrados entre dos personas del mismo sexo. Adems, los beneficios migratorios por matrimonio tambià ©n aplican en casos de visas no inmigrantes como la  F de estudiante. la H-1B,  de trabajo, las de inversià ³n  o  las J-1 de intercambio.  En este tipo de visas los cà ³nyuges y los hijos solteros menores de 21 aà ±os pueden obtener lo que se conoce com visas derivadas. Pero el matrimonio tiene que  ser legal.  ¿Dà ³nde se puede celebrar? Lo importante es que el matrimonio està © vlidamente reconocido en el lugar en el que se celebra. En este artà ­culo se trata primero de la situacià ³n actual en Estados Unidos y tambià ©n de cà ³mo es la legislacià ³n en otros paà ­ses ya que se admite el celebrado en el extranjero, si es legal segà ºn tales leyes. Las leyes migratorias no piden que al menos uno de os novios tenga que residir en el lugar de celebracià ³n del matrimonio. Sà ³lo hablan de que sea reconocido legalmente en el lugar de celebracià ³n. Hay que destacar que se habla en todo momento de matrimonio, no de parejas o de uniones de hecho. Matrimonio homosexual en Estados Unidos Una decisià ³n de la Corte Suprema de los Estados Unidos del 26 de mayo de 2015 ha declarado inconstitucional las leyes de los estados que prohibà ­an el matrimonio entre dos hombres o dos mujeres.   Como consecuencia de esta sentencia, en todos los estados de los Estados Unidos es legal el matrimonio gay. Las reglas sobre quà © se necesita las determinan cada estado e, incluso, en casos, los condados o las municipalidades.   Asimismo, es legal en todos los territorios de Estados Unidos: Puerto Rico, Guam, Samoa y las Islas Và ­rgenes americanas. Y, por supuesto, en Washington D.C. (la capital del paà ­s no es un estado. Es un distrito). Lo que importa es que este tipo de matrimonio pasa a poder celebrarse vlidamente en todo el territorio nacional y que el requisito de Inmigracià ³n para que un matrimonio tenga consecuencias migratorias es precisamente ese: que sea vlido y no fraudulento (celebrado à ºnicamente con el propà ³sito de obtener los papeles). Otros paà ­ses en los que es vlido el matrimonio gay Las autoridades de inmigracià ³n de Estados Unidos reconocen para inmigracià ³n todos los matrimonios celebrados en el extranjero que son vlidos de acuerdo a sus leyes. Por lo tanto, se puede pedir una tarjeta de residencia   o una visa derivada para el marido o la esposa cuando el matrimonio homosexual se ha celebrado en un lugar donde es legal, aunque sea ilegal en el lugar habitual de residencia. Son legales los matrimonios entre dos personas del mismo sexo en: ArgentinaBà ©lgicaBrasilCanadColombiaDinamarca  Espaà ±aEstados UnidosFranciaHolandaIrlandaIslandiaLuxemburgoMà ©xico en Campeche, Chihuahua, Coahuila, Colima, Jalisco, Michoacn, Morelos, Nayarit, Quintana Rooy DFNoruegaNueva Zelanda  PortugalReino Unido  SudfricaSueciaUruguay En Finlandia la ley est aprobada y entrar en vigor el 1 de marzo de 2017. En el caso de Israel, no se celebran los matrimonios gays, pero sà ­ que se reconoce la legalidad de los celebrados vlidamente en otros paà ­ses. Matrimonio gay e inmigracià ³n de los Estados Unidos Para que el matrimonio produzca la green card las leyes migratorias piden que sea vlido y no fraudulento (celebrado à ºnicamente con el propà ³sito de obtener los papeles). Las personas interesadas en solicitar al cà ³nyuge deben familiarizarse con todo lo que hay que saber sobre el complejo trmite de pedir los papeles por matrimonio, incluido los requisitos de ingresos para poder patrocinar, los tiempos de demora en la tramitacià ³n, cuando no es posible pedir las esposo/a debido a su situacià ³n migratoria o cà ³mo las deudas pueden impedirlo.   Es tambià ©n importante entender las obligaciones que se contraen cuando se firma el documento que se conoce   como affidavit of support o declaracià ³n de sosteniento  ya que es posible que dure ms que el propio matrimonio. Asimismo, los extranjeros para los que se solicita la green card deben familiarizarse con las obligaciones y derechos que da la residencia. Una buena forma es tomar este test de respuestas mà ºltiples que permite verificar si se conocen los puntos bsicos para disfrutar la residencia y evitar su cancelacià ³n o revocacià ³n. Finalmente, en esta entrevista el abogado Frank Calabrese responde a dudas frecuentes sobre el  permiso de residencia  por  matrimonio gay  y tambià ©n peticiones de visa para cà ³nyuges homosexuales. Este es un artà ­culo informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Catnip essay essays

Catnip essay essays Catnip is not only used to help cats amuse themselves; it has many other uses to. It is an herb found in medicines and helps warn off mosquitoes. You can even grow it in your own home. Catnip can help you in your daily life when you learn how to use it correctly. It would be great to grow in an herb garden but, dont mistake it for a weed. Nepta Cataria (catnip) is a perennial plant belonging to the mint family. It is a native of Eurasia that went wild and now flourishes everywhere. It grows about two feet tall and has sturdy stems bearing furry, heart shaped, grayish-green leaves. The flowers are white or lilac and occur in several clusters toward the tips of the branch. Many people like the way it looks and smells and like to grow it themselves. It is easily grown in any garden soil, with little care because it does not require the moisture that other mint plants need. The seed should be planted very thinly in rows twenty inches apart and the seedlings thinned out twenty inches apart in the rows. A bed will last several years. Bruised or recently transplanted plants are most likely to get eaten by cats. The herb is harvested in middle to late summer, late in the morning when all dew is gone. The leaves are stripped from the stems and dried as soon as possible. It is then used for many different types of things. Catnip has many uses; one of which we all know it is a harmless high for felines and is used in cat toys. Loins, pumas, leopards and house cats bite, chew and roll into catnip to release the irresistible, intoxicating oil trapped in the leaves. How ever if your cat eats the stem or leaves off of the plant it will result in behavioral changes making it act drunk or wild. They may also vomit or have diarrhea. Not long ago researchers found out that nepetalactone, the oil that cats react to is ten times more effective than DEET- the compound in most commercial insect repellents ...