Three paragraphs Essays

Three paragraphs Essays Three paragraphs Essay Three paragraphs Essay Essay Topic: Paragraph Paragraphs Before we make any claim about what the cause of poverty is, we must understand the very nature of poverty itself. The first answer says that poverty is caused by physical limitations. I consider this to be a false claim because there are some countries where locales can not be described as poor. I believe that there is a way to create wealth even in rural places and even moving to urban areas is not the solution to poverty. What I consider to be the cause of poverty is the dependence of the third world countries. Looking at it from the economic perspective, a country that imports more than exports would have a considerable lower GPD and this would lead to poverty. Third world countries are over dependent on developed countries and import more than they export. This means local industries would not be patronized and so wealth that should be circulated in the country would be spent of foreign goods. From my point of view, I would say that the ranking of the various presidential candidates can be explained by the fact that the firmness of their standing. From the quotes and the eventual rankings, I noticed that ranking was based on how strong the quotes support the war that Israel is fighting. The stronger the statement is in support of Israel’s war against Middle East, the higher the rating. Apart from this, the high ranking is given to quotes that support America’s total involvement in the war against the countries that pose a threat to the Israeli nation. Quotes that openly show the candidate’s hatred for the Middle East are highly rated while those that tend to be on the middle ground are rated lower than others. America has been seen as a scary figure in the Europe and the world at large. Muslim nations see America as a nation who accuses other nation s to be terrorists but are not different from the said nations. However, this is not to say that these Muslim nations hate America rather, what they hate is the policies of the American government. I would say that America has been too much involved in war and other brutal activities in these countries. The truth is that these politicians that are quoted in the previous paragraph count on Israel’s support and thus formulate polices that would suit Israel. However, what we should understand is that there are also innocent people that do not support terrorist activities in their country. When we declare a state of war, these innocent people are killed and the people that are guilty may escape death. For me, I think his is a parody and an act of brutality that should be done away with.

Puntuacin de TOEFL para ingresar a universidad

Puntuacin de TOEFL para ingresar a universidad   Las universidades de los Estados Unidos piden a los estudiantes internacionales cuyo idioma materno no es el inglà ©s que demuestren sus conocimientos de ese idioma mediante un examen. Generalmente, los estudiantes toman, principalmente, el TOEFL. Si se necesita una visa de estudiante la opcià ³n ms comà ºn es la F-1, pero no es la à ºnica. Por ejemplo, mexicanos y canadienses que conservan su residencia en sus paà ­ses e ingresan a Estados Unidos a estudiar en una institucià ³n cercana a la frontera podrà ­an optar a una F-3. Pero,  ¿quà © puntuacià ³n garantiza ser admitido? No hay una respuesta à ºnica a la pregunta de quà © nota se necesita para ingresar a un college de los Estados Unidos, pero en là ­neas generales puede decirse que: Hay muchas universidades, incluso muy prestigiosas como Harvard, Princeton y Stanford (entre las 10 mejores), que no piden un nà ºmero concreto en el TOEFL. Y Stanford ni siquiera pide que se tome, si bien lo considera muy recomendable. Estas universidades miran al conjunto de la aplicacià ³n y si estiman que el conocimiento de inglà ©s es suficiente, admiten al estudiante sin considerar un nà ºmero concreto de puntuacià ³n (pero no nos engaà ±emos, va a ser alto).En el formato IBT se considera que un puntaje inferior a 61 reducirà ­a la admisià ³n a un nà ºmero pequeà ±o de universidades o a Community Colleges.La nota mxima en el IBT es de 120 puntos.Si el examen se toma en el formato de papel, PBT por sus siglas en inglà ©s, la nota mxima que se puede sacar es de 677 puntos. Con un 600 se podrà ­a entrar en las mejores universidades, si bien colleges sà ³lidos admiten estudiantes internacionales con notas de 550. Por el contrario, una puntuacià ³n  inferior a 450 pr cticamente harà ­a imposible estudiar en EEUU a nivel de licenciatura o posgrado. El examen escrito, que se conoce en inglà ©s por sus siglas de TWE, se reporta separadamente. La puntuacià ³n  va desde un 0 hasta un 6, de nota mxima.A veces los colleges y universidades distinguen entre puntuacià ³n mà ­nima y media (average). Si ese es el caso, intenta acercarte lo mximo que puedas a esta à ºltima. Puntuaciones que piden en las principales universidades de Estados Unidos Alabama Samford University: 90Tuskegee University: 69. Promedio: 80 Arizona Arizona State University: 61Embry-Riddle Aeronautical: 79 Arkansas Arkansas State University: 61. Promedio: 83 California Academy of Couture Art: 61Art Center C. of Design: 80. Promedio: 91CALUMS: 45California Polytechnic: 80California State - CSUCI: 61California State - Dominguez Hills: 61California State - Fresno: 61. Promedio: 70California State - Fullerton: 61California State - Long Beach: 61California State - Los Angeles: 61California State - Monterrey: 61California State - Northridge: 61California State - Sacramento: 64Califonia State - San Bernardino: 61California State - S. Chico: 61California State - San Marcos: 61California State - Polytechnic: 70. Promedio: 88CALTECH:  Esta universidad, una de  las mejores a nivel mundial para  Ingenierà ­a,  no pide un mà ­nimo de TOEFL, pero insiste en que no sea malo.Champman University: 80. Promedio: 98Claremont McKenna: 100Harvey Mudd College: 100Mills College: 80. Promedio: 97Pepperdine University: 80. Promedio: 93Pomona College: 100San Diego State: 80San Jose State University: 61Santa Clara University: 90Stanford: no pide una nota mà ­nima. Pero es de las universidades que sà ³lo acepta el TOELF como examen para probar los conocimientos de inglà ©s. Es decir, no admite IELTS ni tampoco el PTE Academics. Scripps College: 100Southern California University: no pide un mà ­nimo, pero hay que enviar los resultados del TOELF o de exmenes similares como  el IELTS. Sirven para determinar el nivel de inglà ©s  y tambià ©n para decidir si los estudiantes admitidos deben tomar un examen inicial al iniciar sus estudios.University of California -  Berkeley:  80University of California - Davis: 80University of California - Merced: 83University of California - Riverside: 80University of California - Santa Barbara: 80University of California - UCLA: 83University of California - Irvine: 80University of California - Santa Cruz: 83University of California - San Diego: 83 Washington University of Washington - Bothell: 92University of Washington - Tacoma: 83Washington State University: 79 Carolina del Norte Duke University: 100North Carolina State: 80University of North Carolina, en Chapel Hill: 100. Promedio: 109Wake Forest University: 100 Carolina del Sur Davidson College: 100. Promedio: 102The Citadel: 79 (militar) Connecticut Fairfield University: 80. Promedio: 101Yale University: 100 Rhode Island Brown University: 100 Florida Bethune - Cookman University: 80Embry - Riddle Aeronautical: 79. Promedio: 96Embry - Riddle Daytona:79Florida Atlantic University: 80. Promedio: 100Florida College: 79Florida Gulf Coast University: 79Florida Southern College: 79Florida State University: 80Florida Tech: 79New College of Florida: 83. Promedio: 107University of Central Florida: 80University of Miami: 80. Promedio: 99Warner University: 61. Promedio: 102 Georgia Emory University: 100Oxford College of Emory University: 100 Colorado Colorado School of Mines: 79. Promedio: 85Colorado State University: 79. Promedio: 84Colorado State - Pueblo: 61. Promedio: 75Johnson Wales - Denver: 80. Promedio: 90University of Colorado - Colorado Springs: 80.  Promedio: 91 Illinois Blessing - Rieman Nursing: 80DePaul University: 80Illinois Institute of Technology: 80Illinois Wesleyan: 80. Promedio: 96Illinois State University: 82Loyola University - Chicago: 79. Promedio: 94Monmouth College: 79. Promedio: 100Northwestern University: 100University of Chicago: 104University of Illinois - Urbana-Champaign: 79 Indiana Indiana State: 61Indiana University - Bloomington: 79Indiana University East: 79Indiana University - Kokomo: 61Indiana University - Northwest: 79Indiana University - South Bend: 71Indiana University - South East: 75Indiana Purdue - Indianapolis: 61Indiana Purdue - Fort Wayne: 79. Promedio: 92Purdue University: 79Purdue University - North Central: 79University of Notre Dame: 100. Promedio: 111 Tennessee Vanderbilt University: 100 Nuevo Hampshire Dartmouth College: 100 Maryland Johns Hopkins University: 100 Washington D.C. Georgetown University: establece un abanico que va desde los 90 a los 100 Massachusetts Boston University: 100. Promedio: 106Brandeis: 100. Promedio: 105Harvard no establece mà ­nimoM.I.T.: 90. Promedio: 109Smith College: 90Tufts University: 100. Promedio: 110University of Massachusetts - Amherst: 80 Michigan University of Michigan - Ann Arbor: 88 Nueva York Columbia University: 100Cooper Union: 100. Promedio: 115Cornell University: 100Culinary Institute of America: 80CUNY - Baruch College: 80CUNY - City College: 61New York University (NYU): 100Sarah Lawrence College: 100 Nueva Jersey Princeton:  no pide un nà ºmero de puntuacià ³n especà ­fico, pero sà ­ que hay que rendir el examen. Adems, si la puntuacià ³n en la  parte oral del examen  es inferior a 26 habr que tomar otro examen al llegar a la universidad y tomar clases de inglà ©s como segundo idioma.Rutgers - New Brunswick: 79 Ohio Oberlin College: 100. Promedio: 108 Oregà ³n Reed College: 100. Promedio: 110 Pennsylvania Carnegie Mellon University: 102. Promedio: 110Dickinson College: 89. Promedio: 102Bryn Mawr College: 100 Promedio: 106Bucknell University: 100. Promedio 103Temple University: 79University of Pennsylvania: 112University of Pittsburgh: 100 Texas Rice University: 100University of Texas - Austin: 79 Virginia College of William and Mary: 100Washington and Lee University: 105 Experiencias en USA para mejorar el inglà ©s y obtener una mejor puntuacià ³n Si la calificacià ³n no es suficientemente alta y se desea mejorar una opcià ³n es participar en un programa de intercambio J-1 por unos meses para practicar asà ­ el idioma inglà ©s. Por ejemplo trabajar  de monitor de campamento  de verano. Consideraciones generales a la hora de tomar el TOEFL Tomar el examen lleva unas cuatro horas.El estudiante recibe por internet las notas de su examen a las dos semanas de haberlo tomado. Y tambià ©n las universidades a las que previamente se ha indicado que se deben enviar los resultados.Una vez que ve los resultados, el estudiante puede solicitar que se envà ­en las notas a ms colleges o universidades.La prueba del TOEFL puede tomarse tantas veces como se desee hasta obtener el resultado buscado. La puntuacià ³n sà ³lo es vlida por dos aà ±os. Otros exmenes para probar los conocimientos del inglà ©s El IELTS es tambià ©n un test muy popular entre los estudiantes cuyo idioma materno no es el inglà ©s. En todo caso hay que tener en cuenta que à ©ste es un examen de Cambridge. El IELTS es el examen que suelen pedir las autoridades australianas y las canadienses para conceder la visa de estudiante. Pero tambià ©n es admitido por prcticamente todas las universidades de los Estados Unidos. Una importante excepcià ³n, por ejemplo, es Stanford, en California. En todo caso lo fundamental es enterarse bien de quà © examen, si el TOEFL  o el IELTS es el admitido por la universidad en la que se desea estudiar. Y si aceptan los resultados de cualquiera, tomar el que mejor se ajuste a las caracterà ­sticas del estudiante. Lo cierto es que hay quien lo hace bien en el TOEFL y mal en el IELTS, y viceversa. Puedes encontrar ms informacià ³n sobre las diferencias entre estos dos tests en este artà ­culo sobre los 8 documentos que necesitas para presentar un aplicacià ³n completa para ser admitido en una universidad americana. Informacià ³n sobre ayuda financiera que te puede interesar Los estudiantes internacionales no pueden acceder a las ayudas federales que el gobierno federal brinda a ciudadanos y residentes. Pero sà ­ pueden tener acceso a becas, como el caso de estas  13 universidades de à ©lite con beca total (o casi) a estudiantes admitidos  o estas  25 becas para estudiantes internacionales. Adems, hay situaciones especiales que deben explorarse, como las becas  para deportistas. Y, finalmente, considerar la posibilidad de solicitar crà ©ditos  para estudiar en EEUU El sistema universitario americano Antes de solicitar admisià ³n en una universidad es importante conocer elementos bsicos de quà © se necesita y cules son las mejores instituciones. Por ejemplo, es bsico saber cà ³mo  obtener la validacià ³n de estudios realizados en tu paà ­s para estudiar en EEUU.   Tambià ©n es importante conocer cules son las mejores universidades. Estudiar es muy caro y debe evitarse cursar estudios es instituciones de pà ©sima reputacià ³n. Esta es la lista de las famosas  universidades de la Ivy League. Son excelentes y con un gran reconocimiento. Evidentemente, no son las à ºnicas que enseà ±an excelencia  acadà ©mica y proveen de excelentes contactos.

Marketing Financial Services Essay Example | Topics and Well Written Essays - 2500 words - 1

Marketing Financial Services - Essay Example This research will begin with the statement that Morgan Stanley is one of the most well-known financial services firm in the world. Its head quarter is based in New York. The firm operates all over the world and deals mainly in institutional securities and investment management. Morgan Stanley advises large institutional clients how to raise funds from the market and how to manage its investment portfolio. The recent financial crisis has hit the company badly but it has recovered well from that. The company’s reputation is also good in the financial market. The brand name of Morgan Stanley is well established since it is been operating in the financial industry for a long time. It was founded way back in 1935 so it is a well-known brand in the financial markets. Morgan Stanley operates in a financial industry so its marketing strategies are entirely different from firms that sell consumer products. This section will elaborate upon its strengths, weakness, opportunities, and th reats and in turn will suggest about how the company should be shaping its marketing strategies. With increasing competition in the financial sector and a very recent recession, this might not be easy for the company so it is important to do SWOT analysis keeping the overall situation of the financial industry in mind today. The main strength of the company is its global presence and well-established brand name. Morgan Stanley is a well-known name on Wall Street so investors are pretty much aware of the company and the services which it offers. Â  Also news about the market given by Morgan Stanley analysts is given attention by the traders in financial markets. This shows the reliability of the name of the company in the financial sector. This reliability and brand image is very good especially in the financial sector because customers in this industry take into consideration these two elements (O'Loughlin, Szmigin & Turnbull, 2004). Global presence of the company is a strong point of Morgan Stanley. The worldwide services of the company allow it to operate in different markets. It can connect customers of financial services from different markets. For example it can hedge funds by buying securities in different regions and can reduce risk. This is a great benefit of operating in a worldwide market. Also the global financial markets are getting complicated with newer products coming every day. In such an environment more than 50,000 employees of Morgan Stanley help customers in finding the right product for them. With the derivative market and Islamic finance newer avenues are available for investors and the company is well prepared to treat all kinds of demands of its customers. Currently the company is making full use of its brand image and it is reflected in its advertisements. The company uses internet marketing or e-marketing as a marketing tool. This is because of the fact that internet plays a major role in financial industry. Many traders work from their homes through internet so it is very important to use internet as a marketing tool. The company also uses television advertisement but they are aired on specific news channels. The reason for this is that the main clients of the company are large institutional investors and buyers. Large companies and very rich individuals and groups use the services of the company so it is important that marketing caters to the need of these high standard clients. If one observes the

Do Structure Matter Research Paper Example | Topics and Well Written Essays - 750 words

Do Structure Matter - Research Paper Example In the New Yorker magazine, the designer shared the readers’ position to understand the much-needed topical matters. Additionally, the New Yorker designers attain customers’ attention by using letters and words that enhance connection, employing the use of challenging language and unbelievable revelations and statements that attract readers’ attention. The designer here therefore steps into the shoes of New Yorker Magazine readers to enable bring out their specific needs that would attract and retain their attention to the content of the magazine. The large bold typeface used help communicate the significance of a heading therefore improving readers attention. The different segments running at the top parts communicate the relevance of each topic covered from books, fiction, daily comments among other headings in bold typeface. The magazine avoids excess use of decorative typeface. However much these have a potential of attracting customers, they may make the magazine hard to read through. This would then push readers to other easier, words, and letterforms in the magazine. This little use of decoration improves readers’ attention and retains their concentration to the contents they read (Jessica & Carolyn, 2007). New Yorker magazine achieve tone and texture in its design through integrating lines of type, words and letterforms. Additionally, it makes good use of weight, line spacing, letter spacing and typeface to attain readers’ attention to the content of the magazine. These design quality enhances brightness and density of type that moderates tone and texture in the magazine. Tone and textures determine an order in which readers go through a text. Putting the main topic in bold and coloring of parts of the text makes them more attractive and appealing to readers irrespective of their relevance (Knight & Glaser, 2013). The magazine uses multiple fonts that prove

Police Corruption Essay Example for Free

Police Corruption Essay This paper intends to reintroduce â€Å"police corruption† by defining it, briefly mentioning real-life examples, discussing its types and levels, stating that there is also ‘right corruption’, restating its causes and effects, as well as, how this dilemma may be addressed. Police Corruption Defined â€Å"Acts involving the misuse of authority by a police officer in a manner designed to produce personal gain for himself or others† is the technical definition of â€Å"police corruption† (Dempsey et. al., 2005, p. 296). In addition to that it is said that the act of â€Å"police corruption occurs when a police officer accepts money, goods, or services for actions they are sworn to do anyway or when they accept anything for ignoring actions they are sworn to invoke legal procedures against† (Ivkovic, 2005, pp. 15 32). Real-Life Examples of Police Corruption There are several true-to-life incidents with regards to â€Å"police corruption†; take for instance the following: During the 80s there were seventy five police officers in Miami who were charged for â€Å"police corruption† (Dempsey et. al., 2005, p. 297). There were some who were arrested because of â€Å"drug dealing† (Dempsey et. al., 2005, p. 297). In New York City, almost the same incident occurred in 1992 since there were six police officers who bought drugs in their â€Å"inner city precincts and selling it in the suburban communities† where they dwell in (Dempsey et. al., 2005, p. 297). During the same year, a police chief was convicted of illegally taking $2,600,000.00 from their department (Dempsey et. al., 2005, p. 298). Then in 1996, there were three police officers in Detroit who were involved in a â€Å"Texas-to-Michigan cocaine smuggling ring† (Dempsey et. al., 2005, p. 297). During the same year, there were six police officers in Illinois accepted money in exchange of allowing twenty drug dealers do business in their area (Dempsey et. al., 2005, p. 297). In addition to that, a police director was sent to prison for â€Å"malfeasance, mail wire fraud, tax fraud, accepting gifts, making false statements, and forging documents† (Dempsey et. al., 2005, p. 298). Corruption Types There are several types of â€Å"police corruption† and these are the following: First is technically referred to as â€Å"taking gratuities† which is defined as accepting tips in petty amounts or price cut on products bought (Dempsey et. al., 2005, p. 298). Accepting tips is not usually illegal, however, if the police officer accepts such and will grant the request of a person that he carries out something negative then the police officer should be charged for it (Dempsey et. al., 2005, p. 298). Second is known as â€Å"taking bribes† which is defined technically as accepting money with the purpose of undermining the objectives of the â€Å"criminal justice system† (Dempsey et. al., 2005, p. 298). Third is â€Å"theft/burglary† or stealing of money or property while carrying out their responsibilities (Dempsey et. al., 2005, p. 298). â€Å"Theft/burglary† is considered another type of â€Å"police corruption† because there are many ways of doing so (Dempsey et. al., 2005, p. 298). For instance, since police can have access to â€Å"warehouses and store†, they can easily rob these themselves if they are tempted to (Dempsey et. al., 2005, p. 298). The last is known as â€Å"internal corruption† (Dempsey et. al., 2005, p. 298). It is defined as â€Å"paying colleagues or other people in the police department in exchange for special assignments or promotions† (Dempsey et. al., 2005, p. 299). There are other uncategorized types of â€Å"police corruption† including the following: 1) accepting free meals; 2) accepting discounted products/services; 3) taking advantage of other people who are weak/helpless; 4) taking from establishments which are not highly protected; 5) asking for money in exchange for protecting activities which are illegal; 6) taking money in exchange of fixing cases; as well as, 7) planning to steal or rob an institution like a bank or a convenience store   (Dempsey et. al., 2005, p. 299). Levels of Corruption Interestingly, there are â€Å"levels of corruption† as well and these are the following: It begins with the first level which is known as â€Å"rotten apples and rotten pockets† (Dempsey et. al., 2005, p. 299). Here, only one police officer is involved in an act of corruption (Dempsey et. al., 2005, p. 299). The next level of corruption is called â€Å"pervasive and unorganized corruption† (Dempsey et. al., 2005, p. 299). Here, several police officers are involved but they do not have plans on how exactly they are to carry out such a corrupt act (Dempsey et. al., 2005, p. 299). The third and final level is an invasive and well thought-out corruption (Dempsey et. al., 2005, p. 299). Here, almost everybody is involved; at least within the precinct or the department the policemen belong to (Dempsey et. al., 2005, p. 299). The police officer usually begins by considering taking gratuities like meals/products/services for free which may result from peer pressure (Dempsey et. al., 2005, p. 300). Next to this stage, a police officer may consider accepting money to neglect regulatory wrongdoings (Dempsey et. al., 2005, p. 300). Unfortunately, a police officer may ‘develop’ into the final stage of corruption which involves accepting ‘gifts’, as well as, asking for it; he or she may now be on the lookout for a ‘kickback’ (Dempsey et. al., 2005, p. 300). Right Corruption Fascinatingly, not everything about â€Å"police corruption† is negative (Dempsey et. al., 2005, p. 300). There are instances wherein an act of corruption may be carried out to achieve a greater cause (Dempsey et. al., 2005, p. 300). Effects of Police Corruption However, it cannot be denied that there are countless negative effects of â€Å"police corruption† (Dempsey et. al., 2005, p. 300). Unfortunately, it weakens law implementation which leads to prevalent delinquent acts (Dempsey et. al., 2005, p. 300). It also eliminates self-respect not only for the police officer but for the entire department itself making it more impossible for discipline to be established within the organization (Dempsey et. al., 2005, p. 300). Furthermore, the society loses their hope that they may be protected against delinquent people and other threats which leads to non-belief in the whole criminal justice system itself (Dempsey et. al., 2005, p. 300). Causes of Police Corruption â€Å"Police corruption† exists because of the following: 1) It occurs because it is observable and thus can be learned/imitated; 2) It happens because the nature of their work allows them to carry out a ‘corrupt’ act they are sometimes tempted to do so because they have the power to do so and because they can earn a lot by doing so; 3) Police officers are not very well motivated by their work due to the following: inadequate pay, no room for growth, no extensive training, etcetera and so they tend to engage in â€Å"police corruption† (Ivkovic, 2005, pp. 63 -96). Addressing Police Corruption Fortunately, there are steps we can do to address this problem (Dempsey et. al., 2005, p. 300). Experts say that it is important to acknowledge first that â€Å"police corruption† is being experienced (Ivkovic, 2005, pp. 97 134). Second is to institute â€Å"internal affairs divisions† to watch and regulate police officers (Dempsey et. al., 2005, p. 300). Third is to motivate the police force so that they will love their jobs and would not engage in â€Å"police corruption†, for instance, they should be trained, rewarded/praised, provided with a good salary, as well as, promoted when necessary (Ivkovic, 2005, pp. 97 134).

Education in America: Separate and Unequal Essay examples -- Still Sep

The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans. Doctor Benjamin Barber’s article The Educated Student: Global Citizen or Global Consumer? discusses how the schools are being attacked by advertising campaigns. Barber talks about the poor school districts being targeted by a company called Channel One. Channel One provides these less fortunate schools with computers, televisions, and other technology. In return the schools have to show the students a twelve minute video that contains three minutes of advertising. In my opinion, this means were trading out our textbooks for fashion and material things. I do not believe the upper class schools have to deal with the same inequalities as the lower class schools. Doctor Barber’s intentions in his writings are about educating people about empowering themselves through culture and education. Doctor Barber assumes that 9/11 would empower more people and help produce a better education system. Doctor Barber stated ‘’in the aftermath of 9/11, it was particularly tho se public-official-citizens. All citizens because in what they do, they are committed to the welfare of their neighbors, their children, to future generations.† (Barber 420). I believe that 9/11 has had more negative effects than positive, and education has not profited from the tragedy that occurred more than ten y... ...help make up a person’s ability, personality, and means rather than money. I feel the author is attempting to convey that class means everything when it comes to education. Mantsios lists several references and charts that show what the odds would be if you were low, middle, or high class to attend a university and what level of education you might obtain. All of these authors have made valid points. They have all provided examples and evidence that America is still unfair, segregated, and provides unequal opportunities for education. As an American, I think we are still fighting for our freedoms and rights, such as education. References Barber, Benjamin. The Educated Student: Global Citizen or Global Consumer ?. New York, New York: Longman,2007. Print. Kozol, Johnathan. Still Separate, Still Unequal. New York, New York: Longman,2007. Print.

The African Diaspora

The term Diaspora means the dispersion of people from their original homeland. The term African Diaspora refers to the dispersion of the African people across the world throughout the human history. This is a complex process created by the movements and mobility of African people across the globe. The presence of the black people in the Americas, Asia and Europe is the result of African Diaspora. This paper will discuss the African Diaspora and in context of the modern era with a brief account of its history. African Diaspora Historically:The African Diaspora is not a phenomenon of the Middle Ages when the Western nations enslaved millions of Africans and transported them to the Caribbean, Americas. During the post Christian era the African continent has been a center of a glorious civilization. During the Islamic rule the Africans prospered and at that time invaded the Iberian Peninsula along the Arabs. This amalgamation of Afro-Arabic culture created the glorious Moorish civilizati on in the Iberian Peninsula which lasted until the 15th Century A.D.Many Africans settled across the Asian continent during this period of Islamic rule because of near absence of racial discrimination in the Islamic society. That’s why many people of African origin are still seen in Arabia, Yemen, Iraq, Indian Subcontinent and other predominantly Muslim areas. In the middle of the 15th Century the western explorers discovered new lands and continents in the Western Hemisphere. These discoveries unveiled potentials of riches and wealth by plantation in the Americas and Caribbean.To fulfill the needs of these Plantations the Western nations looked towards the African Continent. From this age nearly 11 million taken to the New World, 8 Million to the European Countries while 4 million were transported to the plantations in the Indian Ocean. (Larson, 1999) This was largest forced migration and dispersion of the people of African ancestry in the history and shaped the African Dias pora of modern times. African Diaspora in Modern Age: In the 21st Century both the people living inside the African continent and outside it are sustaining harsh and adverse conditions.People in the African continent are torn by Civil Wars, famine, poverty, fallacies of the leadership and the worst AIDs epidemic. Africans have the largest infant and maternal mortality rate in the world as well as the lowest life expectancy in the world. Most of the Africans are deprived of education, medication and other primary needs. The conditions of the Africans living abroad are also not that favorable. The largest group of people of African ancestry living outside the home continent is Afro-Brazilians.The situation of Afro-Brazilians is no better than their brethren living in Africa. Officially they constitute 45% of the population of Brazil but their contribution in education, business, military and legislation in nothing compared to their population ratio. Whites are dominant in every profit able sector and white collar jobs are only secured for Whites. Blacks living in cities are forced to live in segregated suburbs, where there are no modern municipal facilities provided.Other countries with prominent black populations are the United States and Canada (Combine population 4 million), Caribbean 15 million, France 2 million, U. K. 1. 6 million. (African Diaspora) Conclusion: The African Diaspora in the modern era despite all the slogans of racial equality has been deliberately deprived of all the rights and facilities enjoyed by the developed nations. If the developed nations didn’t take serious measures to cure the deteriorating situation of the African people things will go beyond control.

Kitchen Tools and Equipments

In the Preparation of Food Before Cooking A. Measuring and Weighing utensils 1. Measuring cups a. Dry Ingredients – Utensils for measuring various amounts of dry or sticky ingredients accurately. They must be filled to the top and leveled off. B. Liquid Ingredients – utensil to accurately measure lulls volume of Ingredients. Often In both metric and American units. 2. Measuring quart – 3. Measuring spoon – utensils for measuring small amounts of both dry and liquid ingredients accurately. 4. Dietetic scales 5.Thermometers – Useful device for determining cooking done-news, especially in meats. Can be metal and inserted and read while cooking or an instant-read type. Categories Include: candy, meat, oven and refrigerator for food storage. 6. Timers B. Cutlery and Aids in Chopping, Paring, Slicing, Pounding, etc. 1. Can opener device used to cut open metal cans using 2 blades and a rotating handle device. 2. Cleaver 3. Chopper – 4. Corer  œ 5. Cutting board – Protective tool for cutting. This way counter tops are not marred. It can be sanitized and stored In a dry place. 6. Food mill – .Grater and shredder – A cutting tool used to shred or grate foods like potatoes, cabbage, cheese or if the surface is fine, to zest lemons or ginger 8. Grinder – 9. Ice pick- 10. Juicer – Device for easy extraction of Juice from citrus and other fruits and vegetables. 11 . Kitchen knife – All purpose large knife used to slice, mince, chop, cube and dice. 12. Kitchen sharpener – Device to ensure that all blades are sharp for easy cutting and few accidents due to dull knives. 13. Kitchen shears – Tool used to cut foods and materials used in the kitchen. 14. Meat saw – 15.Meat tenderfeet – Hammer-like device used to pound thick portions of meat till they are thinner and more tender. 16. Mortar and pestle – 17. Paring knife – All purpose small knife used a s an extension of the hand for small cuts, garnishes, paring or coring. 18. Peeler – Tool to remove the outer layer of fruits and vegetables. 19. Salad maker – 20. Utility plates, bowls, and trays (tins or enamel) C. Tools for Mixing, Blending, Straining, and Rolling 1 . Blender – Electric piece of cooking equipment used for fine chopping, grinding and liquefying ingredients. 2. Basting spoon – 3.Colander – A bowl with holes to allow liquids to pass through. Used for separating beater – Tool used to speedily mix or whip ingredients. The fore-runner of the electric mixer. 5. Sifter – Small device used to move dry ingredients across a screen area to remove any lumps and mix and aerate them. 6. Ice cream maker – 7. Kitchen tool set – 8. Mixer, electric – Electric device that can vary the speed at which ingredients are mixed. Some models have specialized attachments for other tasks such as making pasta, grinding meat and freezing ice creams. 9. Mixing bowls (a set of 1, 2, 3, 4 sets) –These basic kitchen utensils have varying sizes and can be in metal, plastic or glass/ ceramic. Used for mixing ingredients. 10. Pastry wire blender – Hand held utensil used to â€Å"cut† firm shortening or butter into small pieces while mixing with flour mixtures which is the first step in making most pastry. 11. Rolling pin – Tool used to flatten dough for rolls, pizza, cookies or crusts. 12. Rubber scraper or rubber spatula – Used for mixing, folding soft ingredients and to remove ingredients from a bowl or plate. 13. Slotted spoon – Used to stir foods that are in liquids and to separate the lid foods from the liquids when serving. 14.Tea strainer – 15. Turner – Used to flip flapjacks or burgers or serve bars and cake. 16. Utility plates – II. Equipment for Surface of Top-of-Stove Cooking and for Baking A. Surface or top-of-stove cooking 1 . Bread to aster – 2. Casseroles with lid – Glass or ceramic baking container, often with a matching lid. 3. Coffee maker – 4. Covered skillet or chicken fryer – 5. Double broiler – Pan used to gently cook foods in an upper pan while it sits above another pan of hot to boiling water. 6. Dutch oven – 7. Egg poacher – 8. Frying pan – 9. Griddles – 10. Kitchen tongs – Utensil used to lift and hold foods while they are being cooked or served. 1. Pressure cooker – 12. Racks-assorted to fit saucepans – 13. Roaster pans with rack – 14. Saucepans – 15. Saucepans – 16. Steamer – 17. Turner – 18. Tea kettle – Vessel used to hold hot water for making and pouring tea. Can be of metals, ceramic or glass. 19. Waffle iron – B. Baking Utensils 1 . Baking pans – Baking pan traditionally used for breaking, but also useful for meatloaf, loaf cakes and banana bread. Can be me tal, glass or ceramic. 2. Cake 3. Cookie sheets – Thin, flat metal pan with no or only shallow sides used to bake a rarity of foods. 4.Custard cups – Small glass bowl handy in the kitchen for breaking an egg, holding small amounts of ingredients or for small mixing Jobs. 5. Casseroles 6. Jelly roll pans – Larger, flat baking pan with shallow sides used for making sheet cakes, bars and Jelly roll cakes. 7. Muffin or cupcake pans – Pan that is divided into many smaller sized compartments to hold foods so that they bake evenly and quickly; Often lined with paper liners. 8. Pie plate – Metal or glass or ceramic pan shaped slightly larger at the top than the bottom for easier removal off fruit filled pastry. 9. Roasting pans with racks – 10. Ring molds –

Bumblebees, Genus Bombus

Bumblebees, Genus Bombus Bumblebees are familiar insects in our gardens and backyards. Still, you might be surprised by how much you dont know about these important pollinators. The genus name, Bombus, comes from the Latin for booming. Description Most people recognize the large, furry bees that visit backyard flowers as bumblebees. Fewer probably know that they are social bees, with a caste system of the queen, workers, and reproductives cooperating to meet the needs of the colony. Bumblebees range in size from about half an inch to a full inch in length. Patterns in their bands of yellow and black, along with the occasional red or orange, help indicate their species. However, bumblebees of the same species can vary quite a bit. Entomologists rely on other features, such as genitalia, to confirm a bumblebees identity. Cuckoo bumblebees, genus Psithyrus, resemble other bumblebees but lack the ability to gather pollen. Instead, these parasites invade Bombus nests and kill the queen. The Psithyrus bees then lay their eggs in the collected pollen in the conquered nest. This group is sometimes included as a subgenus of Bombus. Classification Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HymenopteraFamily - ApidaeGenus - Bombus Diet Bumblebees feed on pollen and nectar. These efficient pollinators forage on both wildflowers and crops. Adult females use modified hind legs equipped with corbicula to carry pollen to their offspring. Nectar is stored in the honey stomach, or crop, in the digestive system. Larvae receive meals of regurgitated nectar and pollen until they pupate. Life Cycle Like other bees, bumblebees undergo a complete metamorphosis with four stages to the life cycle: Egg – The queen lays eggs in a pollen clump. Then she or a worker bee incubates the eggs for four days.Larva – The larvae feed on pollen stores, or on regurgitated nectar and pollen provided by the worker bees. In 10-14 days, they pupate.Pupa – For two weeks, the pupae remain inside their silk cocoons. The queen incubates the pupae as she did her eggs.Adult – Adults assume their roles as workers, male reproductives, or new queens. Special Adaptations and Defenses Before flying, a bumblebees flight muscles must be warmed to around 86 Â °F. Since most bumblebees live in climates where cool temperatures may occur, they cannot rely on the ambient warmth of the sun to achieve this. Instead, bumblebees shiver, vibrating the flight muscles at a high speed but keeping the wings still. The familiar buzz of the bumblebee comes not from the wings themselves, but from these vibrating muscles. The bumblebee queen must also generate heat when she incubates her eggs. She shivers muscles in the thorax, then transfers the heat to her abdomen by contracting muscles down her body. The warmed abdomen stays in contact with the developing young as she sits on her nest. Female bumblebees come equipped with stingers and will defend themselves if threatened. Unlike their cousins the honey bees, bumblebees can sting and live to tell about it. The bumblebees sting lacks barbs, so she can easily retrieve it from the flesh of her victim and attack again if she chooses. Habitat Good bumblebee habitat supplies adequate flowers for foraging, especially early in the season when the queen emerges and prepares her nest. Meadows, fields, parks, and gardens all provide food and shelter for bumblebees. Range Members of the genus Bombus live mostly in temperate areas of the globe. Range maps show Bombus spp. throughout North and South America, Europe, Asia, and the Arctic. Some introduced species are also found in Australia and New Zealand. Sources Bumble bees - The Great Sunflower Project (article no longer available online)Bombus BiologyBumblebees: Their Behavior and Ecology, by Dave Goulson

The Heidi Chronicles by Wendy Wasserstein

The Heidi Chronicles by Wendy Wasserstein Are modern-day, American women happy? Are their lives more fulfilling than those of women who lived before the Equal Rights Amendment? Have the expectations of stereotypical gender roles faded away? Is society still dominated by a patriarchal boys club? Wendy Wasserstein considers these questions in her Pulitzer Prize-winning play, The Heidi Chronicles. Although it was written over twenty years ago, this drama still mirrors the emotional trials many of us (women and men) experience as we try to figure out the big question: What should we do with our lives? A Male-centric Disclaimer First of all, before this review continues, it should be disclosed that it was written by a guy. A forty-year-old male. If the subject of analysis in a womens studies class, your reviewer might be labeled as part of the ruling class in a male-biased society. Hopefully, as the critique continues, it wont present as obnoxiously do the self-confident, self-loving male characters in The Heidi Chronicles. The Good The strongest, most appealing aspect of the play is its heroine, a complex character who is emotionally fragile yet resilient. As an audience we watch her make choices that we know will lead to heartache (such as falling in love with the wrong guy), but we also witness Heidi learning from her mistakes; ultimately she proves that she can have both a successful career and a family life. Some of the themes are worthy of literary analysis (for any of you English majors looking for an essay topic). In particular, the play defines feminists of the 70s as hard-working activists who are willing to forgo gender expectations to improve womens status in society. In contrast, the younger generation of women (the ones who are in their twenties during the 1980s) is portrayed as more consumer-minded. This perception is demonstrated when Heidis friends want to develop a sitcom in which women Heidis age are very unhappy. Unfulfilled, frightened of growing old alone. In contrast, the younger generation want to get married in their twenties, have their first baby by thirty, and make a pot of money. This perception of a disparity between the generations leads to a powerful monologue delivered by Heidi in Scene Four, Act Two. She laments: Were all concerned, intelligent, good women. Its just that I feel stranded. And I thought the whole point was that we wouldnt feel stranded. I thought the point was that we were all in this together. Its a heartfelt plea for a sense of community that for Wasserstein (and many other feminist authors) failed to come to fruition after the dawn of the ERA. The Bad As you will discover in more detail if you read the plot outline below, Heidi falls in love with a man named Scoop Rosenbaum. The man is a jerk, plain and simple. And the fact that Heidi spends decades carrying a torch for this loser drains away some of my sympathy for her character. Fortunately, one of her friends, Peter, snaps her out of it when he asks her to contrast her misery with the more devastating problems going on around them. (Peter has recently lost many friends due to AIDS). Its a much-needed wake-up call. Plot Summary The play begins in 1989 with a lecture presented by Heidi Holland, a brilliant, often lonely art historian whose work focuses on developing a stronger awareness of female painters, getting their work exhibited in otherwise male-centric museums. Then the play transitions to the past, and the audience meets the 1965 version of Heidi, an awkward wallflower at a high school dance. She meets Peter, a larger than life young man who will become her best friend. Flash forward to college, 1968, Heidi meets Scoop Rosenbaum, an attractive, arrogant editor of a left-wing newspaper who wins her heart (and her virginity) after a ten-minute conversation. The years go by. Heidi bonds with her girlfriends in womens groups. She crafts a thriving career as an art historian and professor. Her love life, however, is in shambles. Her romantic feelings for her gay friend Peter are unrequited for obvious reasons. And, for reasons hard to fathom, Heidi cant give up on that philandering Scoop, even though he never commits to her and marries a woman whom he does not love passionately. Heidi wants the men she cannot have, and anyone else she dates seems to bore her. Heidi also desires the experience of motherhood. This yearning becomes all the more painful when she attends the baby shower of Mrs. Scoop Rosenbaum. Yet, Heidi is ultimately empowered to find her own path without a husband. Although a bit dated, The Heidi Chronicles still remains an important reminder of the tough choices we all make when we try to chase not just one but a whole handful of dreams. Suggested Reading Wasserstein explores some of the same themes (womens rights, political activism, women who love gay men) in her comical family drama: The Sisters Rosenweig. She also wrote a book called Sloth, a parody of those over-enthusiastic self-help books.

Internal Analysis and SWOT Analysis of the Coca-Cola Company Research Paper

Internal Analysis and SWOT Analysis of the Coca-Cola Company - Research Paper Example The content of this paper emphasizes that the company needs to reduce its dependence on carbonated beverage and diversify its product portfolio into the non-carbonated sector to remain competitive. It is argued that the best way to become a total beverage company is through addressing the key issues identified in this research and eventually moving towards a learning organization. By exploring internal resources and capabilities and meeting the demanding standards of global competition, companies build value for customers. Value is measured by a product’s performance characteristics and by its attributes for which customers are willing to pay. The specific bundles of resources and capabilities that offer distinct advantages to the company are considered core competencies. Core competencies are resources and capabilities that serve as a source of a company’s competitive advantage over rivals. Core competencies differentiate a company competitively and reveal its qualities (Prahalad, and Hamel, 1990). Core competencies come up over time through an organizational process of amassing and learning how to organize diverse resources and abilities. As the capacity to take action, core competencies are ‘crown jewels of a company’, the activities the firm undertakes particularly well compared with competitors and through which the company adds distinct value to its goods or services over a long period. By drawing on internal analysis and emphasizing core competencies when formulating strategies, firms gain knowledge of competing primarily based on firm-specific differences, but they ought to be conscious of how things are varying as well. This paper is intended to discus the internal analysis as well as the SWOT analysis of the Coca-Cola Company. The essence of this paper is to evaluate the current situation of Coca-Cola and the industry, and assess the existing resources. A specific strategy will help to match strength and distinctive competence in such a manner that Coca-Cola enjoys a competitive advantage over immediate rivals in the industry (Helfat, & Raubitschek, 2000). 1.1 Company background The Coca-Cola Company manufactures, distributes, and markets non-alcoholic beverage concentrates and syrups. Coca-Cola owns or licenses more than 400 brands, together with diet and light beverages, waters, juice and juice drin ks, teas, coffees, and sports as well as energy drinks. It has ownership interests in numerous bottling and canning operations. Coca-Cola sells finished beverage products bearing the Coca-Cola trademarks in more than 200 nations. The headquarters of the company are situated in Atlanta, Georgia and has around 139,600 employees. The company recorded revenues of $35,119 million during the financial year ended December