Government Interest Groups Research/ Jake Jae Essays -

Government : Interest Groups Research/ Jake Jae Question1: https://www.aspca.org/about-us Question 2: The name of the interest group: The American Society for the Prevention of Cruelty to Animals (ASPCA). Mission: The ASPCA's mission, as stated by founder Henry Bergh in 1866, is "to provide effective means for the prevention of cruelty to animals throughout the United States." Question 3 After I have met with my dog 12-years- old dog Rookie, I realized that animals are equal partner and friend of a human, not a possession, and they have emotions and feelings just like human being. Also, I believe that helping vulnerable animals and keeping them in safe environment is our duty in the humanitarian perspective. There are still numerous animal s in dancer of abuse and neglect. ASPCA is a leader in rescue, adopti on and welfare of animals, they are fighting against cruelty to animals such as dog fighting, animal hoarding, and puppy mills. I think these cruel behaviors that uses animals for human's entertainment and profits should be ceased and I became to support their mission and activities. Question 4 T he ASPCA has developed policies regarding the appropriate treatment of animals. For Instance, the ASPCA opposes "dangerous dog laws" that define specific breeds of dog as "dangerous," "vicious" or potentially "dangerous" without regard to the character or behavior of the individual dog. The ASPCA believe that there is no credible evidence that breed determines dangerousness.They claim that dangerous dog laws should be attentively drawn to define dangerous dogs as those who have either attacked a person or another animal without justification, or those who display behavior that strongly suggests the risk of such an attack, as determined by a Certified Applied Animal Behaviorist. Question 5 To convince people to join or donate to ASPCA, I will talk about the cruelty issue that many animals is placed. People neglect, abuse or even kill innocent animals who have capacity to feel and suffer the pain only for their entertainment and profits. For instance, dog fighting is a type of blood sport in which dogs are forced to fight one another for the entertainment and profit of spectators. Although it is a felony offense in all 50 states it is still widespread. Also, there are 10,000 estimated puppy mills in the U.S. and 250,000 animals fall victim to hoarding annually. ASPCA rescued 10578 animals in 2016 and, 4332 animals from harm during rescue operations. If one can support their activities by making some donation or participating in their campaign, more animals will have a chance to be treated better ending up the chains of cruelty-for-profit industry. Question 6 I found that the ASPCA is opposed to laws that prohibit a person from having a companion animal, except in cases where the person has been convicted of cruelty to animals. Also, the ASPCA is opposed to laws that impose limits on the number or size of pets an individual may keep. I think these issues can be controversial as some limitations towards the pet owners can prevent from hoarding. I would like to ask the background of this position if I can meet the ASPCA president.

The Inuit People of the Arctic essays

The Inuit People of the Arctic essays The Inuit are one of the many self-designations of the Eskimo people. They are considered to be of Asian decent, which is noticeable from their small hands and feet. Another distinguishing feature is the appreciable percentage of the B blood type, which seems to be totally absent from the American Indian, whom they are usually mistaken to be descendants of (Mastny 25). These Inuit are scattered in small communities across Northern Alaska, northern Canada, Greenland, and the Chukotka region of Eastern Siberia. The Inuit in these regions total around 150,000 that makes up barely 4 percent of the Arctics total population of 3.8 million (Mastny 25). The origins of the Inuit living in this region is very unclear, it is believed that they have been there for more than 4,000 years surviving the cold harsh winters and cool to cold summers. Temperatures in the regions range from 31 degrees F in the winter to 50 degrees F in the summer months (Mastny 24). With this temperature range and the smaller amount of sunlight the Inuit have not been able to become true agriculturalists. Lichen, mosses, small shrubs, and a variety of small flowering plants are the only types of vegetation this climate can support. So, for the Inuit their lives have depended on the animals that inhabit the region. Caribou, seal, walrus, fish and whale meat were their major sources of food. The Inuit population just as in many other societies drastically decreased due to the arrival of the Europeans in the 19th century by introducing new diseases. These colonialists also dismissed local land claims, relocated or integrated groups, and even removed their traditional ways. Now that they have been in contact with other societies their lives have changed greatly. Snowmobiles have replaced the traditional dogsled for land transport and rifles have replaced the harpoon during the hunt. Outboard motors, Store-bought clothing, and other numerous m...

History of the 1960 Olympics in Rome, Italy

History of the 1960 Olympics in Rome, Italy The 1960 Olympic Games (also known as the XVII Olympiad) were held in Rome, Italy from August 25 to September 11, 1960. There were many firsts at these Olympics, including the first to be televised, the first to have the Olympic Anthem, and the first to have an Olympic champion run in bare feet.   Fast Facts Official Who Opened the Games:  Italian President Giovanni GronchiPerson Who Lit the Olympic Flame:  Italian track athlete  Giancarlo PerisNumber of Athletes:  5,338  (611 women, 4,727 men)Number of Countries:  83 Number of Events:  150 A Wish Fulfilled After the 1904 Olympics were held in St. Louis, Missouri, the father of the modern Olympic Games, Pierre de Coubertin, wished to have the Olympics hosted in Rome: I desired Rome only because I wanted Olympism, after its return from the excursion to utilitarian America, to don once again the sumptuous toga, woven of art and philosophy, in which I had always wanted to clothe her.* The International Olympic Committee (IOC) agreed and chose Rome, Italy to host the 1908 Olympics. However, when Mt. Vesuvius erupted on April 7, 1906, killing 100 people and burying nearby towns, Rome passed the Olympics to London. It was to take another 54 years until the Olympics would finally be held in Italy. Ancient and Modern Locations Holding the Olympics in Italy did bring together the mixture of ancient and modern that Coubertin had so wanted.  The Basilica of Maxentius and the Baths of Caracalla were restored to host the wrestling and gymnastic events respectively, while an Olympic Stadium and a Sports Palace were built for the Games. First and Last The 1960 Olympic Games were the first Olympics to be fully covered by television. It was also the first time the newly chosen Olympic Anthem, composed by Spiros Samaras, was played. However, the 1960 Olympics were the last that South Africa was allowed to participate in for 32 years. (Once apartheid ended, South Africa was allowed to rejoin the Olympic Games in 1992.) Amazing Stories Abebe Bikila of Ethiopia surprisingly won the gold medal in the marathon - with bare feet. (Video) Bikila was the very first black African to become an Olympic champion. Interestingly, Bikila won the gold again in 1964, but that time, he wore shoes.   United States athlete Cassius Clay, later known as Muhammad Ali, made headlines when he won a gold medal in light heavyweight boxing. He was to go on to an illustrious boxing career, eventually being called, the Greatest.   Born prematurely and then stricken with polio as a young child, U.S. African-American runner Wilma Rudolph overcame here disabilities and went on to win three gold medals at this Olympic Games. A Future King and Queen Participated Greeces Princess Sofia (the future queen of Spain) and her brother, Prince Constantine (the future and last king of Greece), both represented Greece at the 1960 Olympics in sailing. Prince Constantine won a gold medal in sailing, dragon class. A Controversy Unfortunately, there was a ruling problem on the 100-meter freestyle swim. John Devitt (Australia) and Lance Larson (United States) had been neck and neck during the last segment of the race. Though they both finished at about the same time, most of the audience, the sports reporters, and the swimmers themselves believed Larson (U.S.) had won. However, the three judges ruled that Devitt (Australia) had won. Even though the official times showed a faster time for Larson than for Devitt, the ruling held. * Pierre de Coubertin as quoted in Allen Guttmann, The Olympics: A History of the Modern Games (Chicago: University of Illinois Press, 1992) 28.

Sociology Essay Example | Topics and Well Written Essays - 4000 words - 2

Sociology - Essay Example His work emphasized on the methods of sociological studies, division of labour, scientific studies of religion and the analysis of suicide due to imbalance between self and the society. (â€Å"Durkheim, Émile†, 2007) Durkheim’s made his most influential work on the detailed study of suicide in his famous book ‘Le Suicide’ which was published on 1897. This book, not only broke the conventional analyses of suicide, but it was successful in giving sociological studies a new momentum from the long celebrated ones. The modern standard structure of sociological research and analysis was originated from Durkheim. Durkheim, in his book framed a new definition of suicide as â€Å"the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result†. Through this definition Durkheim distinguished suicide from accidental death. He was very much interrogative regarding the analysis of suicide in a social perspective. The essence of his analysis lies in discovering the actual correspondence, if exists, among the different socioeconomic and psychological factors that may inculcate the desire inside a person to terminate his life intentionally. According to this great sociologist there could be many factors generated from the social and economic structures that would lead to the desire to kill oneself. In his book Le Suicide, Emile Durkheim not only changed the way of understanding suicide but also he was successful in cultivating a new way of conducting sociological researches. Hence he was successful in conceptualization of a new structure of sociological research. From the very beginning of the book he started to define the pivot term under discussion and advanced towards sketching out the promotional outlines of a pedagogical explanation of suicide, which would be informed by social science. In this way he used the tables of suicide statistics. He collected

Introduction to Political Science Quiz Essay Example | Topics and Well Written Essays - 1000 words

Introduction to Political Science Quiz - Essay Example This was manifest in Egypt during the week that preceded the resignation of the country’s president Hosni Mubarak, whereby the entire rate of the use of social networks in eliminating poor leadership reached fever pitch. The Cold War began shortly after the World War II 1945 to around 1965. The fatal attack on Russia by Germany, which swayed the Italians to support the Allies, coupled by American intervention improved the Allies’ military strength shortly before 1945. The Germans and Japanese were deterred from taking territorial treasures and natural resources in Europe and Asia. The death of Adolf Hitler in 1945 signaled truce in Europe. Germany was attacked by the American Russian troops from the west and East respectively, defeating the Germans. Then quiet hostility became apparent again, the only common source of awe being the likely use of nuclear weapons. This fermented anxiety and dislike for combat, thus prompting the coining of the expression Cold War to refer to the situation (Fukuyama 321-362). The United States stood for capitalism, while the arch-rival Soviet Union preferred Communism, however after the disintegration of the latter power, capitalism became the government system preferred by the global hegemonic US. This jostling for political influence saw division of the entire Europe and Asia, with regional states either welcoming or being coerced into accepting one side. The concept of global hegemony was based on several local and global issues such as military alliances, political half truths, jostling for armaments, intelligence and growth of technology, especially the kind that would give a country a destructive edge between the US and the Soviet Union (Weinert 5-25). 3. Professor Fukuyama strives to depict the origins of political development from Chinese, Indian and Muslim history as well as the rise of the Mongols and the Ottoman Empire. Differentiate

Red fort just behind the side tomb of Jama Masjid Essay Example for Free

Red fort just behind the side tomb of Jama Masjid Essay ?The Red Fort (usually transcribed into English as Lal Qilah or Lal Qila) is a 17th-century fort complex constructed by the Mughal emperor, Shah Jahan[1] in the walled city of Old Delhi (in present day Delhi, India) that served as the residence of the Mughal Emperors. The design is commonly credited to Mughal architect Ustad Ahmad. [2][3] The fort was the palace for Mughal Emperor Shah Jahans new capital, Shahjahanabad, the seventh city in the Delhi site. He moved his capital here from Agra in a move designed to bring prestige to his reign, and to provide ample opportunity to apply his ambitious building schemes and interests. It served as the capital of the Mughals until 1857, when Mughal emperor Bahadur Shah Zafar was exiled by the British Indian government. The fort lies along the Yamuna River, which fed the moats that surround most of the walls. [4] The wall at its north-eastern corner is adjacent to an older fort, the Salimgarh Fort, a defence built by Islam Shah Suri in 1546. The construction of the Red Fort began in 1638 and was completed by 1648. The Red Fort has had many developments added on after its construction by Emperor Shah Jahan. The significant phases of development were under Aurangzeb and later under later Mughal rulers. It was designated a UNESCO World Heritage Site in 2007. [5][6] The earlier Red Fort was built by Tomara king Anangpala, now known as the Qulb Mosque. [7] The Red Fort derives its name from the extensive use of red sandstone on the massive walls that surround the fort. [7] Shah Jahan commissioned the construction of the Red Fort in 1638 when he decided to shift his capital from Agra to Delhi. Ustad Ahmad was chosen as the architect for construction of the royal palace. Construction began in the auspicious month of Muharram on 13 May 1638. [8]:01 Construction of the fort was supervised by Shah Jahan himself and was completed in 1648. [9][10] The Red Fort was originally referred to as Qila-i-Mubarak (the blessed fort), because it was the residence of the royal family. [11][12] Unlike the other Mughal forts, layout of the boundary walls of the Red Fort is not symmetrical so as to retain and integrate the older Salimgarh Fort. [8]:04 The fortress palace was an important focal point of the medieval city of Shahjahanabad (present day Old Delhi). The planning and aesthetics of the Red Fort represent the zenith of Mughal creativity which prevailed during the reign of emperor Shah Jahan. Aurangzeb, Shah Jahans successor, added the Moti Masjid to the emperors private quarters and constructed barbicans in front of the two main gates, which made the entrance route to the palace more circuitous. [8]:08 The administrative and fiscal structure of the Mughals declined after Aurangzeb. The 18th century thus saw a degeneration of the palace and inhabitants of the Red Fort. When Jahandar Shah took over the Red Fort in 1712, the palace had been without an emperor for 30 years. Within a year of his rule, Jahandar Shah was murdered and replaced by Farukhsiyar. To combat the declining finances, the silver ceiling of the palace Rang Mahal was replaced by copper during this period. Muhammad Shah, who was also known as Rangila (the colourful) for his deep interest in arts, took over the Red Fort in 1719. In 1739, Nadir Shah, the Persian emperor, attacked the Mughals. The Mughal army was easily defeated and Nadir Shah plundered the Red Fort of its riches including the Peacock Throne. Nadir Shah returned to Persia after three months leaving a destroyed city and a weakening Mughal empire to Muhammad Shah. [8]:09 The internal weaknesses of the Mughal empire turned Mughals into titular heads of Delhi. A treaty signed in 1752 made Marathas the protector of the throne at Delhi. [13][14] The Maratha conquest of Lahore and Peshawar in 1758,[15] put them in direct confrontation with Ahmad Shah Durrani. [16][17] In 1760, the Marathas removed and melted the Silver ceiling of the Diwan-i-Khas to generate funds for the defence of Delhi from the armies of Ahmed Shah Durrani. [18][19] In 1761, after the Marathas lost the third battle of Panipat, Delhi was raided by Ahmed Shah Durrani. In 1771, Shah Alam ascended to the throne in Delhi with the support of the Marathas. [8]:10 In 1783, the Sikh Misl Karorisinghia, led by Baghel Singh Dhaliwal, conquered Delhi and the Red Fort. Sikhs agreed to restore Shah Alam as the emperor and retreat from the fort on the condition that Mughals would construct and protect seven historical Gurudwaras in Delhi associated with the Sikh gurus. [20] Red Fort Before the Seige The Illustrated London News 1858 In 1803, during the Second Anglo-Maratha War, the forces of British East India Company defeated the Maratha forces in the Battle of Delhi, ending the Maratha rule over the city and their control over the fort. [21] After the battle, British took over the administration of Mughal territories and installed a Resident at the Mughal courts in Red Fort. [8]:11 The last Mughal emperor to occupy the fort, Bahadur Shah II Zafar, emerged as a symbol of the 1857 rebellion against the British in which the residents of Shahjahanbad participated. [8]:15 Red Fort in Delhi, c. 1905 Despite being the seat of Mughal power and its defensive capabilities, the Red Fort was not defended during the 1857 uprising against the British. After the failure of the rebellion, Bahadur Shah II left the fort on 17 September and was apprehended by British forces. He returned to Red Fort as a prisoner of the British and was tried in 1858. He was exiled to Rangoon on 7 October of the same year. [22] With the end of the Mughal reign, the British gave official sanctions to remove and sell valuables from the palace at the Red Fort. In 1863, British destroyed many buildings inside and outside the fort, filled up the gardens, stripped the fort of any valuable items and reduced it to just a military structure. [8]:16–7 After Indian Independence, the site experienced few changes in terms of addition or alteration to the structures. The Red Fort continued to be used as a cantonment even after Independence. A significant part of the fort remained under the control of the Indian Army until 22 December 2003, when it was handed over to the Archaeological Survey of India for restoration. [23][24] Architectural designs The Red Fort covers a total area of about 254. 67 acres enclosed within 2. 4 kilometres of defence walls. [1] The walls are punctuated by turrets and bastions. They vary in height from 18 m on the river side to 33 m on the city side. The fort is shaped like an octagon with the north-south axis longer than the east-west axis. The use of marble, floral decorations, double domes in the buildings inside the fort exemplifies the later phase of Mughal architecture. [25] It showcases a very high level of art form and ornamental work. It is believed that the Kohinoor diamond was a part of the furniture. The art work in the Fort is a synthesis of Persian, European and Indian art which resulted in the development of unique Shahjahani style which is very rich in form, expression and colour. Red Fort is one of the important building complexes of India which encapsulates a long period of Indian history and its arts. Even before its notification as a monument of national importance in the year 1913, efforts were made to preserve and conserve the Red Fort, for posterity. The walls of Lahore and Delhi gates were for the general public and Khizrabad Gate was for emperors personal use. [8]:04 The Lahore Gate is the main entrance leading to the domed arcade containing shops called the Chatta Chowk (covered bazaar). [25] Silk, jewellery and other items which catered to the royal household were sold in Chatta Chowk in the Mughal period. Chatta Chowk leads to a large open space where it crosses the large north-south street that was originally the division between the forts military functions, to its west, and the palaces, to its east. The southern end of this street is the Delhi Gate. Important structures Lahore Gate The Indian flag flying from Lahore Gate The Lahore gate is the main gate to the Red Fort named after its orientation towards Lahore, Pakistan. It is said that during Aurangzebs reign the beauty of both the gates was spoiled by adding bastions: The vista like a veil drawn across the face of a beautiful woman. [26][27][28] Every year since Indian Independence Day 1947, the national flag has been raised and the Prime Minister has made a speech from the ramparts at the Lahore Gate. In the 1980s, the security of the area was increased by blocking the tower windows as a security measure against sniper attacks. A lift was also added to the gate. [29] Delhi Gate

Night :: essays research papers

The Holocaust, was a time period from 1933-1945, in which primarily Jews and other groups were imprisoned and exterminated by Nazi Germany. With the ascendance of Adolf Hitler in 1933, most Jews who did not flee Germany were sent to concentration camps. When World War II started, Hitler declared that all Jews in his conquered nations were to be exterminated. By the end of the war, 6 million Jews had been killed, along with Gypsies, homosexuals, Jehovah's Witnesses, the disabled, and others. Night by Elie Wiesel, starts out in Elie’s hometown of Sighet, Romania. Eliezer is a teenage boy living in the Hungarian town of Sighet, Romania. His father is a well respected in the community. Eliezer is a student of Talmud, Jewish oral law and also Cabbala, Jewish mysticism. Eliezer is also very religious since he is an Orthodox Jew. It is 1941 and Sighet is one of the last untouched Jewish communities left in Europe. The first act of anti-Semitism was the deportation of all foreign Jews, including Eliezer’s teacher, Moshe the Beadle. Moshe soon comes back to warn Sighet, that German officials intercepted the train carrying Jews out of Hungary. The Jews were forced to dig graves and ended up being shot and thrown into them. No one believed him, thinking he was mad, including Eliezer. By the spring of 1944, the fascists take control of the Hungarian government and Hungarian capital, Budapest, yet the people of Sighet ignore this. When the Germans arrive in Sighet, they force all Jews to live in ghettos and wear yellow stars. Eventually all the J ews are put on trains bound for Birkenau, leaving all their possessions and lives behind. Being the last family to leave for Birkenau, Martha, former servant of Elizier’s family offers to hide them in her village, but their foolish optimism rejects her offer. At the first concentration camp Birkenau, Eliezer is separated from his mother and sister, but stays with his father, in which he is very happy about. However they are still uncertain as whether they will be sent to labor camps or cremated. As they moved through Birkenau, they see babies thrown into cremation pits, with a separate pit for adults. Eliezer cannot believe what is happening, and his father cries. After being processed at Birkenau, the prisoners are sent to Auschwitz, where they are tattooed with their prison numbers and stay here for several weeks before being transferred again to Buna.

Maslow Theory and Herzberg Theory Essay

Difference people got difference need ,we have to know that the worker in which level in the hierarchy so that we can give what he want to motivate them . It is based on what the workers need. what he want ? we just give it as motivator Hierarchy factors need For maslow ,there have a hierarchy with 5 lvl . a people will satisfied the level one by one according this hierarchy. the people will satisfied with the lower level and jump to the higher level until they reach the self actualization which is also call as self fulfilment . Simple and descriptive  Maslow assume that all people’s satisfaction only in these 5 lvl . from the physiologic until self actualization. First , there have know about the workers need in which level ,then only there can motivate him by giving what he want and once the worker get the motivate at first time and it will automatically go to another level for example ,the freshmen who just graduate and work for a company. First he will think ,will the condition and environment suitable for me ? he need a safety place. when the company give him a comfortable office to work. e will feel satisfied and his satisfaction jump to another lvl. Pay is a motivator Some time salary is a motivator for certain ppl. Maslow assume that pay is an motivator to the worker and it is an unsatisfied need . there assume , the worker may motivated by giving bonus or increase the salary. Any need can act as motivator as long as it is not satisfied or relatively less satisfied. It means by as long as the people satisfaction haven completely fulfil , it still can be use as a motivator to a people. Hertzberg Use of motivator There is based on the Use of motivator that include achievement ,opportunity of growth and recognition . hertzberg dn have the hierarchy ,but it have two factors. that is motivator and hygiene factor. there will use the motivator to motivate the workers. For example ,the manage want to upgrade to become General manager. I am the boss, I know he want to become GM,so I give him a task and tell him if u finish this task I will upgrade u as GM. the manager very excited and complete this task very fast within one month. so I also upgrade the mange as GM. his achievement is the motivator to this manager. Hygiene factors, motivator factors Whereas for the Hertzberg theory ,it doesn’t have any hierarchy . it have 2 factor which motivator n hygiene factor. More prescriptive Hertzberg is based on the research on human satisfaction there do not based on hierarchy lvl by lvl ,because there said difference ppl got difference satisfaction. so can not based on the hierarchy only. Pay is not a motivator But Hertzberg disagree that,Sometime salary is not that important for certain ppl. hertzberg think not all the ppl also motivate by pay. or example,a manage who work in the company he doesn’t focus on the salary . he care about the achievement he did . he want to upgrade from manager to a GM even the salary is maintain unchanged. but he still satisfied ,because he need achievement . Hygiene factors do not act as motivator Hygiene factor do you all what is it ? Hygiene factor is an factor that if you have it , u din feel any satisfaction but u dn have this one u will feel dissatisfaction. so ,this factor cant act as a motivator because it dn give any satisfaction. for example,water. toilet.

Antisemitism in Mein Kampf Essay

Mein Kampf is a book of two volumes authored by Adolf Hitler. The first volume was written whilst dictated to Rudolph Hess and Emile Maurice in Landsberg prison where Hitler was sentenced to following the failure of an attempted coup d’etat of the Bavarian government in 1924. Mein Kampf is significant amongst historiography as it is thought to be an insight into the mind of Adolf Hitler. This book is not only autobiographical but full of memoires and political ideologies, which have subsequently sparked debate as to whether this piece of primary historical evidence can be regarded as the blue-print for Hitler’s future ambitions. An intentionalist view by Historians’ such as Lucy Dawidowicz, argues that the Holocaust was the result of Hitler’s long term plan, whereas the functionalist perspective by Historians’ such as Christopher Browning is of the result of a competing agents within the Reich to answer the Jewish question. Chapter 11 of Mein Kampf: Nation and Race, shows to comprehend with the intentionalist interpretation that this did indeed set the foundation for Holocaust as a propaganda medium. Chapter 11 of Mein Kampf is a race rhetoric that advocates social-Darwinism in favour of the German Aryan race and even justifies war with the ‘racially lower’. This chapter refers to natural selection within humanity as the will of nature and of God. The word ‘Nature’ is emphasised being mentioned 20 times within the passage purveying it as a natural process. The mixing of genes with ‘lesser’ races are referred to as a sin against God, in which context Jews are included. Language used in this passage has been described as using metaphors to enforce racial prejudice, although evident is how the use of language has not only been used for easily digestible comparisons, but also as graphic and horrifying, such as ‘blood poisoning’ when describing breeding with a ‘weaker race’. Also described are the consequences of the integration of races and given examples of how this would be catastrophic for humanity. In regards to the book as a whole, anti-Semitism is consistent throughout Mein Kampf and is evident of Hitler’s hatred of the Jewish people, with quotes of ‘real’ Germans surviving in the war if a great number of Jews had been killed with poison gas. Mein Kampf was written at a time when Hitler was banned from public speaking. This indicates that the production of Mein Kamp as composed as a method in which Hitler could communicate with the public legitimately. Volume 2 of Mein Kamp is also said to be written in plain spoken language. This indicates it was written for all people to be able read, proving it as a propaganda tool. After Hitler’s Chancellorship in January 1933 Mein Kampf was eventually introduced into schools, placed on trains and presented to every bridal couple. The mass circulation of this book again proves only t o show it as a propaganda medium. Anti-Semitism was not unique to Mein Kampf and was a keen topic of Hitler’s in many political statements given in meetings. Hitler exclaims in September 1919 that the Jewish people are a race and not a religious community, and how this race are corrupt and disliked by a large section of ‘our people’ through emotion. A year later he states that a German citizen can only be one of German blood. As head of the Nazi party Hitler placed Joseph Goebbels as the head of Nazi propaganda, who wrote in the anti-Semitic newspaper ‘Der Angriff’ from 1926. In here is written how Jews’ are destroying the German community and how they must be removed from the community or they will ever corrupt it. Hitler’s ‘last will and testament’ written hours before his suicide tells of a hatred for Jews and also blaming the Jews for the war. These sources prove that Mein Kampf was not just a unique rant of anti-Semitism, Hitler believed in this hatred of the Jews’ evident here as early as 1919, days after his first attendance at a DAP meeting. This reinforces Mein Kampf as weapon of anti-Semitic propaganda at a time when Hitler could not address the public in person. Another element that points to this being a blue-print for the Holocaust was that Hitler wrote (or dictated) Mein Kampf with the intention of becoming a fascist style leader, but not only a leader, the chosen one and almost messiah-like. The failed Beer-Hall Putsch in Munich was directly influenced by the success of Benito Mussolini’s March on Rome which had immediately led to his appointment of Prime Minister of Italy; proving Hitler’s ambitions before he authored Mein Kampf. This shows Hitler always had the ambition of become a fascist style leader in Germany who would have had the power, with support from the nation, via propaganda, to eliminate the Jews from Germany. Although the ‘chosen one’ notion comes into play when in Mein Kampf it states that â€Å"Fate will someday gift the nation with a man endowed with the purpose of leading the nation out of a great depression and elimination of a bitter distress†. The elimination of a itter distress can only be regarded to ‘the Jewish problem’ as anti-Semitism is a recurring theme in the book, but Fate sending this man who is made for the job sounds messiah-like, which with Hitler’s proven ambition to become this leader would mean that if this propaganda was effective, he would become the ‘chosen leader’ and his book of propaganda regarding anti-Semitism and social-Darwinism would almost become a gospel. Joseph Goebbels exclaimed in 1941 that one of his notable achievements in propaganda was giving the nation complete confidence in Hitler by giving him a metaphoric halo of infallibility. An edition of Der Angriff from 1935 entitled Der Fuhrer’ by Joseph Goebbels states of how the Fuhrer is divine as â€Å"all of his actions stand under the power of a higher power† and Fate has provided the German people with Adolf Hitler. Again here it is evident of Adolf Hitler being propagandised as divine, and a divine leader would command the subordination of his subjects who would in return strive to please him. Mein Kamp is an intentional method of propaganda to be used at a time when Adolph Hitler was unable to communicate verbally with a gathering of people. Mein Kampf advocated Anti-Semitism, and Chapter 11: Nation and Race with a dramatic use of language strongly advocates social-Darwinism and justifies a war with the ‘lower races’ of peoples. Hitler always had, before and after Mein Kamp, an ambition to become a fascist style leader in which he had total control, which was propagandised during the construction of Mein Kampf as being appointed by higher powers and made out as messiah-like. This reinforces the intentionalist view of the Holocaust to be a result of Hitler’s long term plan. Historian’s in future research may want to consider the ‘divine leader’ messages propagandised by Hitler, in regards to the intentionalist/functionalist argument. This analysis of Chapter 11 of Mein Kampf has evaluated the context of the chapter within the book, the message within as well as examined the language used. The significance of the document as well as the purpose of it has been considered, as well as having reinforced a current historiographical debate.

Castigo por entrar ilegalmente a Estados Unidos

Castigo por entrar ilegalmente a Estados Unidos El cruce ilegal de la frontera para ingresar a los Estados Unidos tiene consecuencias migratorias graves e incluso puede tenerlas desde el punto de vista penal. Destacar que las consecuencias se producen tanto si se consigue el objetivo de ingresar como si se es agarrado en el intento.  ¿Quà © se considera ingreso ilegal a los Estados Unidos? En realidad, segà ºn las leyes migratorias constituye entrada ilegal varias acciones, entre ellas: cruzar por cualquier punto que no sea un control migratoriocruzar escondido en un vehà ­culo que sà ­ pasa por un control migratoriocruzar por un control migratorio utilizando una visa vlida pero que se obtuvo mintiendo cruzar utilizando un documento falso como visa, pasaporte o tarjeta de residenciacruzar con el documento de otra persona, como por ejemplo su pasaporte o cualquier otro.  ¿Cul es el castigo por cruzar ilegalmente 1 vez? El castigo por cruzar o intentar cruzar ilegalmente la frontera 1 sola vez comprende distintas penalidades como posible multa econà ³mica y/o posible condena de prisià ³n por un mximo de 2 aà ±os.   Adems, si no se consigue cruzar ilegalmente es muy posible que la remocià ³n de Estados Unidos tenga la forma de una expulsià ³n inmediata, que lleva como penalidad el castigo de no poder ingresar a Estados Unidos por 5 aà ±os. Tener en cuenta que incluso cuando ya ha pasado el tiempo de la penalidad es posible que sea especialmente difà ­cil obtener una visa no inmigrante porque se considera que la persona es inelegible. Esto se debe a que para pedir una visa no inmigrante con à ©xito uno de los requisitos es la de convencer al oficial consular ms all de toda duda de que el solicitante no tiene intencià ³n de quedarse en Estados Unidos. Y esto es particularmente difà ­cil cuando en el pasado se intentà ³ cruzar ilegalmente. Por otra parte, si el migrante consigue cruzar ilegalmente sin ser agarrado tiene que saber que sus problemas migratorios son reales. En primer lugar, es prioridad para ser removido de Estados Unidos, bien mediante una expulsià ³n inmediata o bien mediante un procedimiento formal de deportacià ³n, dependiendo del caso.   En segundo lugar, prcticamente todos los caminos para regularizar la situacià ³n mediante un ajuste de estatus estn cerrados. Esto es porque la persona se ha convertido en lo que se conoce como inadmisible. En la prctica esto quiere decir que incluso es imposible arreglar mediante el ajuste a personas que se casan de buena fe con ciudadanos americanos y tienen hijos ciudadanos. Por lo tanto habrà ­a que salir del paà ­s para ir a travà ©s de un procedimiento consular y ahà ­ hay otro problema que es que aplica el castigo de los 3 y de los 10 aà ±os. Por todas estas razones los indocumentados que ingresaron ilegalmente deben consultar con un abogado de confianza antes de iniciar temas de papelerà ­a porque en muchos casos no es posible obtenerlos de ninguna manera desde un punto de vista prctico. Es cierto que hay abiertos algunos cauces abiertos, como por ejemplo el asilo que cada vez es ms complicado especialmente cuando se solicita en la zona de la frontera o las visas U para và ­ctimas de violencia que cumplen requisitos estrictos, VAWA para và ­ctimas de violencia domà ©stica o casos como la visa T por trfico humano o el programa de juveniles para menores de 21 aà ±os que han sido abusados y/o abandonados por sus padres. Segà ºn la ley actual los à ºnicos migrantes indocumentados que ingresaron ilegalmente y que estn protegidos frente a la deportacià ³n son los muchachos conocidos como Dreamers y que tienen aprobada una medida que se conoce como Accià ³n Diferida (DACA, por sus siglas en inglà ©s).  ¿Quà © sucede cuando se ingresa o se intenta ingresar ilegalmente 2 o ms veces? Las consecuencias civiles, es decir multas, penales y migratorias son ms graves que en el caso anterior. En primer lugar, multa econà ³mica de entre $50 a $250 dà ³lares, si bien esa cantidad se multiplica por 2 si previamente se castigà ³ a ese migrante con una multa por razà ³n de ingreso ilegal. En segundo lugar, puede haber pena de crcel, a entender de la siguiente manera: Las personas expulsadas o deportadas previamente de Estados Unidos por razà ³n de seguridad nacional, por ejemplo por pertenecer a pandillas, sern multados y/o condenados a prisià ³n por un mximo de 10 aà ±os. Si tiene ms de una condena, deber cumplirlas sucesivamente, es decir, no se permite la acumulacià ³n de condenas. Las personas expulsadas o deportadas de USA por 3 o ms faltas o por 1 delito si estos estn relacionados con drogas o delitos contra las personas sern castigadas con multa y/o prisià ³n por un mximo de 10 aà ±os. Las personas deportadas por un delito agravado pueden ser castigadas con multa y/o un mximo de 20 aà ±os en prisià ³n. Adems, en estos casos la reentrada o intento es considerada por sà ­ mismo un delito agravado. Finalmente, las personas deportadas por un delito no violento pueden ser castigadas por un mximo de 10 aà ±os de prisià ³n. En tercer lugar, hay importantes efectos migratorios ya que se produce la penalidad de la prohibicià ³n permanente para ingresar a Estados Unidos. Esto aplica en 2 casos: Cuando una persona ha pasado ms de 1 aà ±o ilegalmente en los Estados Unidos, todo el tiempo junto o de varias veces, despuà ©s sale y despuà ©s ingresa ilegalmente.Cuando una persona ha sido removida de los Estados Unidos e ingresa o intenta ingresar ilegalmente. Esto quiere decir que en la inmensa mayorà ­a de los casos nunca jams se podr regresar a los Estados Unidos legalmente. En casos excepcionales podrà ­a ser posible solicitar y obtener un perdà ³n para que se permita aplicar por una visa no inmigrante o una visa inmigrante si se califica para una. Si bien es siempre necesario vivir un mà ­nimo de 10 aà ±os fuera de los Estados Unidos antes de poder siquiera solicitar una autorizacià ³n para poder aplicar por la visa.  ¿Quà © leyes aplican para los casos de ingreso ilegal? Para estos casos aplican la Seccià ³n 275 de la Ley de Inmigracià ³n y Nacionalidad, conocida en inglà ©s por las siglas INA o el Tà ­tulo Octavo de la Seccià ³n 1235 del Cà ³digo de Estados Unidos (U.S.C., por sus siglas en inglà ©s). Este es un artà ­culo informativo. No es asesorà ­a legal.

Annotated Bibliogrophy

Unequal moving to Being Equal: Impact of â€Å"No Child Left Behind† in the Mississippi Delta. (91),. pp. 18-32. This article looks at 3 specific elementary schools tracking the achievement level index of said schools in the Mississippi Delta from 2003 to 2007. They analyzed the teachers of these schools and looked at what is needed to make the NCLB work. Upon further research of the authors they have written a plethora of scholarly articles many concerning education; furthermore, the data published in this article if very clear and informative. Although this article is based on a very small sample group it gives a look at the educator’s point of view on how to make the NBCL work better. Also the data was collected very recently. Again being that this article is a very small sample size I would conclude that it is bias toward these three specific school’s needs but they do represent a larger population of lower income schools all across America. This will not be a main source for my research but this article will be useful in that the NBCL is criticized for hurting smaller, low income school systems in which this article was written. Dee, S,Thomas. , Jacob, A,Brian. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools. Brookings Papers on Economic Activity, (2),:pp. 149-207. This article studies how the NCLB act has changed accountability in our school systems with new testing. Furthermore their studies indicate that at lower grades we are finding gains but at higher grades there are little to no gains. Both Thomas and Jacob are affiliated with two major universities making this article both scholarly and relevant. With over 5 pages of graphs and other forms of research this article is broadly based and the statements made have sufficient research to back up said statements. Because of the recent data that this article provides I will use the studies as a major research in the NCLB act and testing in general. Hoikkala, T. , Rahkonen, O. , Tigerstedt, C. , Tuormaa, J. (1987) Wait a Minute, Mr Postman! -Some Critical Remarks on Neil Postman’s Childhood Theory. Acta Sociologica, (30),. 1: pp. 87-99. In this critique the authors assess Neil Postman’s views and theories on how children learn in a technologically driven society. The author’s points out in many instances were Postman contradicts himself throughout his works as time and technology changes. The leading authors of this scholarly article both hold major positions at a University levels making this critique a worthy article to cite. Written in 1987 I feel this article was written at a time in America were technology was changing from television to computers making this an interesting view on how children in America are learning and growing up in a different world than the birth of television. While the article feels bias towards Postman it still has very worthy points on education, testing in America, and how children in our society grow up with new forms of technology. This article while helping my research on the effects of the NCLB act and testing in general will not be a primary source but will provide me with a view on our society concerning this subject at the time right before computers were in every household and therefore I find it very useful. Lohmeier, L, Keri. (2009). Aligning State Standards and the Expanded Core Curriculum: Balancing the Impact of the No Child Left Behind Act. Journal of Visual Impairment Blindness, (103),. 1:pp. 44-47. This article addresses the vision impaired learning process concerning the NCLB act and how law makers can merge laws concerning the teaching the vision impaired to better work with the NCLB. Keri L. Lohmeier, Ed. D. , sits as a cochairman of National Agenda Goal 8, board of directors, Division on Visual Impairments making her more than qualified on the subject at hand. The charts and tables she sites are well organized and easy to follow giving the reader an idea why her ideas on changing the way we teach the vision impaired at a governmental level. Written in 2009 this article is recent and relevant. The subject of vision impaired education points out how major acts such as the NCLB have difficulty in helping all of our students and although this article will not be a major part of my research on testing the fact stated above proves how general testing has major problems reaching all students. Mayers, M, Camille. (2006). Public Law 107-110 No Child Left Behind Act of 2001: Support or Threat to Education as a Fundamental Right?. Education, (126),. 3:pp. 449-461. The article looks at the goal of the NCLB concerning helping lower income students having the opportunity to the right of a fair education. Camille is works as an Educational Guidance and Counseling at the California State University making this article scholarly and or worth in my research for testing and NCLB. I would deem his research trustworthy as his points and statistics backing them up are up to date and relevant. His conclusion is one that I share in that the NCLB does not help lower income students as intended so I may be bias but his sources are scholarly and his arguments are not biased. If this article covered more than just lower income students I would defiantly consider this as a main source of research but unfortunately it is not. Pederson, V, Patrica. (2007). What is Measured is Treasured: The Impact of The No Child Left Behind Act On Nonassessed Subjects. Clearing House. , (80),. 1:pp. 287-291. In this article the author studies the impact that the NCLB act has played on the arts and humanities subjects in our school systems. Upon further research of Pederson she has many published scholarly articles concerning education making this article worthy or research. The tables and data shown in this article are gathered from 2001 to 2005 and are well detailed and comprehensive. As with most of my previous articles chosen for this research it is written our current times this one being 2007. The article is very clear in that it does not delve in subjects that the NCLB was intended for but how it takes away from other important subjects that law makers overlooked in the act. This article will not serve as my primary source of evaluating the NCLB act but it is very important to understand how this act effects studies in subject in which it was not intended and why law makers feel they are not as important. Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Knopf. In this book author Neil Postman analyzes technology from the viewpoint not often looked upon, the negative effects it has on society. From the mid 60’s to present day Neil Postman has been writing and teaching his views on technology making any of his works a worthy topic in this field. Technology is changing every day. Being that this book was published over 20 years ago one would infer that it is out of date but on the contrary many of his theories on the subject are still being analyzed. The author’s thoughts on testing in an educational form make this book very useful for analyzing and critiquing the NCLB. Postman, N. , Weingartner, C. (1969). Teaching as a subversive activity. New York: Delta Books. In this book the authors take a look at the problems as they seem them with the education system in America and propose solutions to this problem. As I have already stated in this bibliography Postman is more than a worthy source to analyze concerning education and testing. This book has theories and opinions stated by the authors that some may agree or disagree with but in my humble opinion it is the problems that are pointed out in this book that are most concerning especially considering that it was written in 1969 and we still have many of these problems. While the authors are very opinionated in their ideas they promote a new way of thinking about our problems with education in America. Even though this book was written in 1969 I feel the ideas and solutions to education make this book worthy of a main resource. Powell, Deborah. , Higgins, J, Heidi. , Aram, Roberta. , Freed, Andrea. (2009). Impact of No Child Left Behind Act on Curriculum and Instruction in Rural Schools. Rural Education, (30),. 1:pp. 19-28. This article examines a number of rural elementary schools concerning how the NCLB has affected their curriculum and how it will further shape what is taught in rural schools in order to help students pass tests created by said act. While the authors are unknown to myself the journal in which it is published concentrates on specific government acts concerning education. The data portrayed in this article varies from negative to positive making this source unbiased and being that this article was published in 2009 makes this data up to date and useful. While still up in the air in which role this article will play in my research the article directly delves into a topic that hits home as a future educator in a rural school system; furthermore, what and why the NCLB act changes what we teach our youth. Ross, M, S. (2009). Postman, Media Ecology, and Education: From Teaching as a Subversive Activity through Amusing Ourselves to Death to Technopoly. The Review of Communication, (9),. 2: pp. 146-156 The purpose of this review of three of Neil Postman’s major works concerning Education is to point out Postman and his sometimes co-author Weingartner’s theories, concerns and solutions to education and teaching. Susan Ross, an educator herself, writes this review while providing examples of how these books helped shape her career as an educator. Susan is an assistant professor and the Gulf Coast Speaking Center Director in the Speech Communication Department at the University of Southern Mississippi therefore giving her readers a valuable view at the subject at hand. This article was published in 2009 making it relevant to today’s standards. While this will not be my primary research on Neil Postman and his impact on education concerning The No Child Left Behind (NCLB) Act and the use of conventional testing Ross does delve into Postman’s ideas and concerns on testing and furthermore the article was written during the era of the NCLB. Tavakolian, Hamid. , Howell, Nancy. (2012). The Impact of the No Child Left Behind Act. Franklin Business and Law Journal, (1),:pp. 70-77. This article is a direct look at the NCLB and its impact on the graduation rates of the American school system and how that in turn relates to young adults enrolling into a higher learning institution. The authors are concerned with how the NCLB impact on today’s demanding job market and whether or not our education system promotes an environment where children can compete in said market. The leading author is a Professor of Management at California State, Fullerton making this work a scholarly. I find this article to be of worth because the overall objective of education should giving our youth the best opportunity possible at competing in the job market. Published this year, this article gives a very fresh look at the NCLB act and its impact on our educational institutions. Because of the articles specific purpose this will be a major resource in which I will use in writing about the NCLB act. Annotated Bibliogrophy Unequal moving to Being Equal: Impact of â€Å"No Child Left Behind† in the Mississippi Delta. (91),. pp. 18-32. This article looks at 3 specific elementary schools tracking the achievement level index of said schools in the Mississippi Delta from 2003 to 2007. They analyzed the teachers of these schools and looked at what is needed to make the NCLB work. Upon further research of the authors they have written a plethora of scholarly articles many concerning education; furthermore, the data published in this article if very clear and informative. Although this article is based on a very small sample group it gives a look at the educator’s point of view on how to make the NBCL work better. Also the data was collected very recently. Again being that this article is a very small sample size I would conclude that it is bias toward these three specific school’s needs but they do represent a larger population of lower income schools all across America. This will not be a main source for my research but this article will be useful in that the NBCL is criticized for hurting smaller, low income school systems in which this article was written. Dee, S,Thomas. , Jacob, A,Brian. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools. Brookings Papers on Economic Activity, (2),:pp. 149-207. This article studies how the NCLB act has changed accountability in our school systems with new testing. Furthermore their studies indicate that at lower grades we are finding gains but at higher grades there are little to no gains. Both Thomas and Jacob are affiliated with two major universities making this article both scholarly and relevant. With over 5 pages of graphs and other forms of research this article is broadly based and the statements made have sufficient research to back up said statements. Because of the recent data that this article provides I will use the studies as a major research in the NCLB act and testing in general. Hoikkala, T. , Rahkonen, O. , Tigerstedt, C. , Tuormaa, J. (1987) Wait a Minute, Mr Postman! -Some Critical Remarks on Neil Postman’s Childhood Theory. Acta Sociologica, (30),. 1: pp. 87-99. In this critique the authors assess Neil Postman’s views and theories on how children learn in a technologically driven society. The author’s points out in many instances were Postman contradicts himself throughout his works as time and technology changes. The leading authors of this scholarly article both hold major positions at a University levels making this critique a worthy article to cite. Written in 1987 I feel this article was written at a time in America were technology was changing from television to computers making this an interesting view on how children in America are learning and growing up in a different world than the birth of television. While the article feels bias towards Postman it still has very worthy points on education, testing in America, and how children in our society grow up with new forms of technology. This article while helping my research on the effects of the NCLB act and testing in general will not be a primary source but will provide me with a view on our society concerning this subject at the time right before computers were in every household and therefore I find it very useful. Lohmeier, L, Keri. (2009). Aligning State Standards and the Expanded Core Curriculum: Balancing the Impact of the No Child Left Behind Act. Journal of Visual Impairment Blindness, (103),. 1:pp. 44-47. This article addresses the vision impaired learning process concerning the NCLB act and how law makers can merge laws concerning the teaching the vision impaired to better work with the NCLB. Keri L. Lohmeier, Ed. D. , sits as a cochairman of National Agenda Goal 8, board of directors, Division on Visual Impairments making her more than qualified on the subject at hand. The charts and tables she sites are well organized and easy to follow giving the reader an idea why her ideas on changing the way we teach the vision impaired at a governmental level. Written in 2009 this article is recent and relevant. The subject of vision impaired education points out how major acts such as the NCLB have difficulty in helping all of our students and although this article will not be a major part of my research on testing the fact stated above proves how general testing has major problems reaching all students. Mayers, M, Camille. (2006). Public Law 107-110 No Child Left Behind Act of 2001: Support or Threat to Education as a Fundamental Right?. Education, (126),. 3:pp. 449-461. The article looks at the goal of the NCLB concerning helping lower income students having the opportunity to the right of a fair education. Camille is works as an Educational Guidance and Counseling at the California State University making this article scholarly and or worth in my research for testing and NCLB. I would deem his research trustworthy as his points and statistics backing them up are up to date and relevant. His conclusion is one that I share in that the NCLB does not help lower income students as intended so I may be bias but his sources are scholarly and his arguments are not biased. If this article covered more than just lower income students I would defiantly consider this as a main source of research but unfortunately it is not. Pederson, V, Patrica. (2007). What is Measured is Treasured: The Impact of The No Child Left Behind Act On Nonassessed Subjects. Clearing House. , (80),. 1:pp. 287-291. In this article the author studies the impact that the NCLB act has played on the arts and humanities subjects in our school systems. Upon further research of Pederson she has many published scholarly articles concerning education making this article worthy or research. The tables and data shown in this article are gathered from 2001 to 2005 and are well detailed and comprehensive. As with most of my previous articles chosen for this research it is written our current times this one being 2007. The article is very clear in that it does not delve in subjects that the NCLB was intended for but how it takes away from other important subjects that law makers overlooked in the act. This article will not serve as my primary source of evaluating the NCLB act but it is very important to understand how this act effects studies in subject in which it was not intended and why law makers feel they are not as important. Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Knopf. In this book author Neil Postman analyzes technology from the viewpoint not often looked upon, the negative effects it has on society. From the mid 60’s to present day Neil Postman has been writing and teaching his views on technology making any of his works a worthy topic in this field. Technology is changing every day. Being that this book was published over 20 years ago one would infer that it is out of date but on the contrary many of his theories on the subject are still being analyzed. The author’s thoughts on testing in an educational form make this book very useful for analyzing and critiquing the NCLB. Postman, N. , Weingartner, C. (1969). Teaching as a subversive activity. New York: Delta Books. In this book the authors take a look at the problems as they seem them with the education system in America and propose solutions to this problem. As I have already stated in this bibliography Postman is more than a worthy source to analyze concerning education and testing. This book has theories and opinions stated by the authors that some may agree or disagree with but in my humble opinion it is the problems that are pointed out in this book that are most concerning especially considering that it was written in 1969 and we still have many of these problems. While the authors are very opinionated in their ideas they promote a new way of thinking about our problems with education in America. Even though this book was written in 1969 I feel the ideas and solutions to education make this book worthy of a main resource. Powell, Deborah. , Higgins, J, Heidi. , Aram, Roberta. , Freed, Andrea. (2009). Impact of No Child Left Behind Act on Curriculum and Instruction in Rural Schools. Rural Education, (30),. 1:pp. 19-28. This article examines a number of rural elementary schools concerning how the NCLB has affected their curriculum and how it will further shape what is taught in rural schools in order to help students pass tests created by said act. While the authors are unknown to myself the journal in which it is published concentrates on specific government acts concerning education. The data portrayed in this article varies from negative to positive making this source unbiased and being that this article was published in 2009 makes this data up to date and useful. While still up in the air in which role this article will play in my research the article directly delves into a topic that hits home as a future educator in a rural school system; furthermore, what and why the NCLB act changes what we teach our youth. Ross, M, S. (2009). Postman, Media Ecology, and Education: From Teaching as a Subversive Activity through Amusing Ourselves to Death to Technopoly. The Review of Communication, (9),. 2: pp. 146-156 The purpose of this review of three of Neil Postman’s major works concerning Education is to point out Postman and his sometimes co-author Weingartner’s theories, concerns and solutions to education and teaching. Susan Ross, an educator herself, writes this review while providing examples of how these books helped shape her career as an educator. Susan is an assistant professor and the Gulf Coast Speaking Center Director in the Speech Communication Department at the University of Southern Mississippi therefore giving her readers a valuable view at the subject at hand. This article was published in 2009 making it relevant to today’s standards. While this will not be my primary research on Neil Postman and his impact on education concerning The No Child Left Behind (NCLB) Act and the use of conventional testing Ross does delve into Postman’s ideas and concerns on testing and furthermore the article was written during the era of the NCLB. Tavakolian, Hamid. , Howell, Nancy. (2012). The Impact of the No Child Left Behind Act. Franklin Business and Law Journal, (1),:pp. 70-77. This article is a direct look at the NCLB and its impact on the graduation rates of the American school system and how that in turn relates to young adults enrolling into a higher learning institution. The authors are concerned with how the NCLB impact on today’s demanding job market and whether or not our education system promotes an environment where children can compete in said market. The leading author is a Professor of Management at California State, Fullerton making this work a scholarly. I find this article to be of worth because the overall objective of education should giving our youth the best opportunity possible at competing in the job market. Published this year, this article gives a very fresh look at the NCLB act and its impact on our educational institutions. Because of the articles specific purpose this will be a major resource in which I will use in writing about the NCLB act.

Distribution Strategy Assignment Example | Topics and Well Written Essays - 250 words

Distribution Strategy - Assignment Example The distribution strategy will be exclusive to the wealthy oil and gas field owners (Chand, p2). In a video by Netjet Dubbed the promise, it promises to keep upholding its values and being the best private jet service offer. To achieve this and be able to deliver to the consumer in Brunei, the company intends to increase its network of jets. This is in line with the notion that the Netjet customer is the intelligent, affluent king, which is typically the case in Brunei. Netjet also plans to accommodate its customers through offering a promise of accommodation regardless of the pickup location or destination or the date (McCarthy, p1). Netjet is undertaking design specification of the cabin interiors of the jets and is interested in offering a highly personalized product. Together with safety improvement, it will give it a lead to its competitors. In terms of accessing the customer in Brunei offering of safety, comfort and personalized experience will go a long way in achieving this ( Alcock,