Academic Bill of Rights; David Horowitz

Academic Bill of Rights; David Horowitz Free Online Research Papers In the past, intellectual pluralism and academic freedom have been highly valued central principles shared and upheld by most universities. However, in recent years many conservative activists and college students alike have begun to express concern that these principles have faded and are no longer respected by many professors. In 2003, in attempt to solve this problem one activist, David Horowitz, constructed and proposed a new Academic Bill of Rights (ABR) be implemented into universities. Horowitz’ ABR is based upon the concept that there are no limits to human knowledge and therefore no principle un-open to objection. The document is composed of eight tenets which aim to eliminate strong-minded professors from force-feeding vulnerable students their political views while instead creating fair and comfortable environments for students to learn in. Horowitz’ ABR should be implemented into universities in order to assure equal learning environments that ensure all students are able to reach their full potential without the persuasion of others. Perhaps one of the ABR’s most valuable philosophies is that academic growth progresses when students are able to take what they’ve learned and use it develop their own opinions. If professors are biased in their presentations and lessons in class students aren’t able to fully comprehend the subject on all levels. Just like a puzzle, if you’re missing pieces, you’re never going to be able to see the whole picture. When only one viewpoint of a controversy or situation is presented it’s not always easy to distinguish the idea as the whole picture, or merely a piece to the puzzle. The ABR says, â€Å"While teachers are and should be free to pursue their own findings and perspectives in presenting their views, they should consider and make their students aware of other viewpoints,† allowing students to decide for themselves what to believe. After all, what value is your opinion if it’s really only the opinion of somebody else? I’ve found that in today’s world many students, including myself, come into college with very little political knowledge, let alone a firm political stance. College for many is a place to explore and develop a better understanding of politics, and eventually establish a more concrete stance. Professors, many viewed as experts of their subjects, are often looked up to by students and have a great influence on many of them. When professors constantly preach bias political opinions or philosophies to students, they’re bound to have an effect. It’s a major concern that without regulations of the ABR in place some professors, from both sides of the spectrum, might knowledgably be taking advantage of the influence they have on these young minds. In a sense these professors could be robbing students, intentionally or unintentionally, of their right to learn and freedom to choose. Political and Religious bias however, extends much farther than professors prematurely influencing students in the classroom. Many students have also expressed worries concerning the merit of professors grading due to opposing political or religious outlooks. Sharon Schuman narrates several of likely hundreds of cases like this in her article; â€Å"Picked on by the Prof.† She describes one student, Marissa Freimanis, of Cal State Long Beach, who’s perfect GPA was blemished after clashing political ideologies with an English professor. These types of instances shouldn’t be tolerated by universities. The ABR deems, â€Å"students will be graded solely on the basis of their reasoned answers and appropriate knowledge of the subjects and disciplines they study, not on the basis of their political or religious beliefs.† After all, a universities purpose is to oversee and help students grow and develop both intellectually and as individuals in order to succee d in life. To do this successfully its necessary universities implement the ABR to give students somewhere to turn to, and a system to help resolve these types of stressful situations. Perhaps the most astonishing and blunt display of liberal bias in today’s academic world is that of Ward Churchill, University of Colorado ethnic-studies professor. In early 2005 news broke that the professor had written an essay, comparing victims of the September 11 terrorist attack to Nazi war criminal Adolf Eichmann. â€Å"The specter of the long-haired, chain-smoking, research-faking, America-bashing Mr. Churchill molding impressionable young minds turned Mr. Horowitz’s pet project into a national sensation almost overnight. Suddenly, it became difficult to argue that liberal bias on campus was the product of an overheated right-wing imagination,† states Valerie Richardson in her article â€Å"Academic Manifesto Takes Root.† The case of Ward Churchill may be an extreme one, but nonetheless proves indefinitely and undeniably that biased professors do in fact exist today. However, despite these displays there are still those who argue that attempting to interpret the true intentions of a professor isn’t a realistic possibility, and surely isn’t something worth wasting time debating over. Some might even still say there is no issue here at all, that these are simply stories, crafted by the minds of angry conservative students. However, even imagining that being true, most would still agree with the principle of the matter; it would be wrong and unfair if a professor were to base student’s grade upon their political or religious beliefs. That being said, would it really hurt to implement the ABR as a precaution? If these situations are in fact unreal, the new principles wouldn’t affect anyone in a negative way, and at the same time would put those concerned conservative students at ease. Although primarily focused on creating greater academic environments and opportunities for students, Horowitz’ ABR also touches on and strongly values that an equal playing field is given to professors as well. This stresses that professor’s religious or political ideologies aren’t taken into any consideration when decisions are being made. The ABR states that â€Å"all faculty shall be hired, fired, promoted and granted tenure on the basis of their competence and appropriate knowledge in the field of their expertise.† This not only insures that faculty is treated and administered equally, but furthermore that the quality of professors remains at the highest standards. Horowitz’s ABR has the power to enrich the education and academic achievement at any university. It’s essential to the success of universities that the principles of intellectual pluralism and academic freedom come to be highly valued and respected once again. The ABR allows these two principles to coexist by creating open and safe academic standards and environments for students. In days like these with so many beginning to become concerned with professors, universities can’t afford to ignore this innovative document. Research Papers on Academic Bill of Rights; David HorowitzStandardized TestingAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtPersonal Experience with Teen PregnancyRelationship between Media Coverage and Social andQuebec and Canada19 Century Society: A Deeply Divided EraPETSTEL analysis of IndiaCapital PunishmentTwilight of the UAW

How to Find the Best School for Architecture

How to Find the Best School for Architecture Hundreds of colleges and universities offer classes in architecture and related fields. How do you choose the best architecture school? What is the best training for you to become an architect? Here are some resources and advice from the experts. Types of Architecture Degrees Many different paths can take you toward an Architecture degree. One route is to enroll in a 5-year Bachelor or Master of Architecture program. Or, you can earn a bachelors degree in another field such as mathematics, engineering, or even art. Then go on to graduate school for a 2- or 3-year Masters degree in Architecture. These different paths each have advantages and disadvantages. Consult with your academic advisers and teachers. Architecture School Ranks With so many schools to choose from, where do you begin? Well, you can look at manuals such as Americas Best Architecture Design Schools, which evaluate schools according to a variety of criteria. Or, you can check general rankings of college and university programs. But beware of these reports! You may have interests that arent reflected in school ranks and statistics. Before you choose an architecture school, think closely about your personal needs. Where do you want to practice? How important is a diverse, international student population? Compare world rankings with country rankings, analyze the design and technology of school websites, study curricula, visit a few prospective schools, attend free and open lectures, and talk to people who have attended there. Americas Best Architecture Design SchoolsAcademic Ranking of World UniversitiesThe Times Higher Education World University RankingsQuacquarelli Symonds (QS) World University Rankings Accredited Architecture Programs To become a licensed architect, youll need to meet the educational requirements established in your state or country. In the USA and Canada, requirements can be met by completing an architecture program that has been approved by the National Architectural Accrediting Board (NAAB) or the Canadian Architectural Certification Board (CACB). Remember that architecture programs are accredited for professional licensing, and schools and universities are accredited as educational institutions. Accreditation such as WASC may be an important accreditation for a school, but it does not meet the educational requirements for an architecture program or professional licensing. Before you enroll in an architecture course, always make sure that it meets the criteria established by the country where you plan to live and work. Find Accredited Architecture ProgramsAssociation of Collegiate Schools of Architecture Architecture Training Programs Many fascinating careers related to architecture do not require a degree from an accredited architecture program. Perhaps you would like to work in drafting, digital design, or home design. A technical school or an art school may be the ideal place to pursue your education. Online search engines can help you locate both accredited and non-accredited architecture programs anywhere in the world. Schools for Art and DraftingFind Architecture ClassesArchitecture-Related Careers Architecture Internships Regardless of the school you select, eventually youll need to obtain an internship and receive specialized training outside the classroom. In the USA and many other parts of the world, an internship lasts about 3-5 years. During that time, you will earn a small salary and be supervised by licensed registered pros. At the completion of your internship period, youll need to take and pass a registration exam (the ARE in the USA). Passing this exam is your final step toward obtaining a license to practice architecture. Architecture is historically and traditionally learned by apprenticeships- working with other people is important in learning the trade and vital in being professionally successful. A young Frank Lloyd Wright started out working with Louis Sullivan; both Moshe Safdie and Renzo Piano apprenticed with Louis Kahn. Often an internship or apprenticeship is chosen specifically to learn more about a specialty. Intern Development Program (IDP)About Student Internships Study Architecture on the Web Online courses can be a useful introduction to architectural studies. By taking interactive architecture classes on the Web, you can learn basic principles and possibly even earn credits toward a degree in architecture. Experienced architects may also turn to online classes to expand their knowledge. However, before you can earn a degree from an accredited architecture program, youll need to attend seminars and participate in design studios. If you cant attend classes full-time, look for universities that combine online courses with weekend seminars, summer programs, and on-the-job training. Read the blogs of architects such as Bob Borson- his Design Studio: Top 10 Things you should know helps us understand the design process in a learning environment. Online Architecture ProgramsFree Online Architecture ClassesDiscuss: Online Education for Architects Architecture Scholarships The long progress toward a degree in architecture will be expensive. If youre in school right now, ask your guidance counselor for information about student loans, grants, fellowships, work-study programs, and scholarships. Check scholarship listings published by the American Institute of Architecture Students (AIAS) and the American Institute of Architects (AIA). Most importantly, ask to meet with a financial aid adviser at your chosen college. Ask For Help Ask professional architects about the type of training they recommend and how they got their start. Read about the lives of professionals, such as French architect Odile Decq: I had this idea when I was a teenager, but I thought at the time that to be an architect, you had to be very good at sciences, and you have to be a man - that it was a very male dominated field. I thought about art decoratif [decorative arts], but to do that I had to go to Paris, and my parents didnt want me to go to the city because I was a young girl and could get lost. So they asked me to go to the main capital in Bretagne where I am from, which is near Rennes, and studied art history for one year. There, I started to discover through meeting students in the school of architecture that I could have done my studies in architecture realizing its not obligatory to be good at math or science, and that it was not only for men but women too. So I passed the exam to enter the school, I applied for the school and succeeded. So, I started like that.- Odile Decq Interview, January 22, 2011, designboom, July 5, 2011 [accessed July 14, 2013] Searching for the right school can be both exciting and terrifying. Take time to dream, but also consider practical considerations such as location, finances, and the general atmosphere of the school. As you narrow down your choices, feel free to post questions in our discussion forum. Perhaps someone who has recently graduated can offer a few tips. Good luck! Discuss: Becoming an Architect Later in LifeDiscuss: Which University Should I Apply To? Flexible Programs and Distance Learning There are many ways to become an architect. Although you probably wont be able to earn a degree entirely through online coursework, some colleges do offer flexible programs. Look for accredited architecture programs that offer some online coursework, weekend seminars, summer programs, and credit for on-the-job training. Discuss: Becoming an Architect Later in Life Special Needs Beware of rankings. You may have interests that arent reflected in statistical reports. Before you choose an architecture school, think closely about your personal needs. Send away for catalogs, visit a few prospective schools, and talk to people who have attended there. Questions to Ask Schools of Architecture

Discussion question Essay Example | Topics and Well Written Essays - 250 words - 30

Discussion question - Essay Example sets of different but related jobs), while allowing various positions in the job family to be hierarchically placed thus supporting organizations equate the position to the jobs and the job family as well and this can be used in salaries and wage determination (Hartley, 1999). Notably research has over time challenged the use of worker trait inventories in job analysis due to non-measurable aspects. However, through competency which is the state  of  being  effective or  well  qualified  physically  and  rationally through knowledge, skills abilities, values and interest combination, non measurable traits factors have been measured. This is possible through competency based selection systems where objectives, strategies and jobs are harmonized with an individual during employee selection. On the other hand, task based systems focus on job operations hence failing to recognize individuals’ ability in contributing to the organization (Hartley, 1999). In my opinion I would choose a flight piloted by an individual chosen using the task based selection system over one chosen by a competency based system. This is because competency seeks only to match the skills and ability to fly or perform the task yet no past experiences are observed a s high degree of competence or skill i.e. proficiency should be upheld in task performance. This is further described by the principal difference of proficiency level and skill. Proficiency level implies adequate expertise level while skill is the level of proficiency beyond

Bank financial management Essay Example | Topics and Well Written Essays - 1500 words

Bank financial management - Essay Example While some considers the commodities and equity market as one of the riskiest assets for an investor to put his or her money, the riskiness of a bank is defined differently. The financial statement of a bank reflects the true picture of its assets and liabilities at a particular point of time for a particular period. The balance sheet of a bank shows the total assets owned by the bank and the total liabilities owed by the bank, on a given date. Different countries have different capital adequacy ratio and guidelines that help the banks to maintain adequate capital to protect the bank from defaulting. The global financial crisis that affected almost all the economies, directly or indirectly, changed the perception of risk in the multinational banks all over the world. The Basal committee on banking supervision which was established by the central bank authorities of ten countries encourages common standard and common capital adequacy requirements for its members to ensure investor protection of funds. Assessing the Financial Position of European & US Banks during the Period 2002-07 A bank is considered as one of the safest place for putting money when compared to other investments instruments like equities or corporate debt instruments, derivatives, hybrid instruments, etc. However, the perception of many people around the world has changed with time. If banks has inadequate capital base, it will need third party assistance to infuse capital which will increase borrowing cost and risk. Consider an example, and investor has the option to invest in Bank A, operating in US, or in Bank B, operating in Germany. Moreover, the rate of return from both the bank is same, say 5%. So, in this case, how does an investor decide in which bank he or she should park money? One way to answer this question is to ascertain the risk of default for both the banks, since the given expected return is same. To determine the riskiness of default, an individual or corporate need to assess the financial statement of both the banks. Key variables like the total assets, loans, deposits and short term funding, equity, net interest margin, liquidity, profit before tax, operating income, fee and commissions, loans to total asset ratio, interest coverage ratio, profitability ratio, etc. are used to evaluate the financial health of the banks (Selvavinayagam, 1995, pp.11-32). From the given data, if we analyse the performance of the European banks with US banks on the basis of Net Interest Margin, their efficiency can be assessed. To analyse the given data, we first concentrate on the NIM of commercial banks from the year 2002 to 2007. The net interest margin or NIM is defined as the difference between the interest income and the interest paid by the banks relative to other assets. This is similar to the gross profit margin of the non-financial institutions (Maudos & Guevara, 2002, pp.18-19). Higher values mean that the banks are earning higher spread between the interest receivable on loans given out and the interest payable on the loans taken. The average Net Interest Ma rgin for the U.S. from 2002-07 is above 3.00% compared to the European bank of is 2.9931%. Thus, keeping other things constant, on the basis of NIM, the US banks are marginally more efficient compared to the E

Consider William Blakes presentation of love in the poem The Clod and the Pebble Essay Example for Free

Consider William Blakes presentation of love in the poem The Clod and the Pebble Essay (b) Paying close attention to language and form, write a critical appreciation of the following poem, considering William Blake’s presentation of love in the poem ‘The Clod and the Pebble’. The Clod and the Pebble Love seeketh not itself to please, Nor for itself hath any care, But for another gives its ease, And builds a Heaven in Hells despair. So sung a little Clod of Clay 5 Trodden with the cattles feet, But a Pebble of the brook Warbled out these metres meet: Love seeketh only self to please, To bind another to its delight, 10 Joys in anothers loss of ease, And builds a Hell in Heavens despite. The ostensible cuteness of the poem The Clod and the Pebble perhaps masks a more morbid and deeply cynical assessment of love by the poet William Blake. Initially, the contrast between the clod and the pebble’s speeches on love might encourage a positive response to the clod’s optimism about how love can rescue us from even the most hellish position. The pebble’s pessimism about love, on the other hand, is unpleasant and unsettling, but it’s also a more accurate reflection of the brutal nature of the world as it is depicted in the poem. Blake’s presentation of love, then, is ambivalent. While the ideal that love is able to overcome any circumstance is appealing, it might not be a realistic assessment in the context of the world’s cruelty. Blake’s personification of the clod and the pebble captures two very different human experiences. We are told that the clod is â€Å"trodden with the cattle’s feet.† With the word â€Å"trodden† Blake captures the experience of continual hardship, and being repeatedly downtrodden, subjugated and abused. There is also tactile imagery of weight and pressure from the â€Å"cattle’s feet,† restricting the clod and forcing it into a new shape. In this way, the clod is described as though it experiences human suffering. It makes us think about someone who has had to become flexible to fit the continual hardship of their circumstances reflected in the physical properties of a soft clod of clay. It is then pleasantly surprising that the clod sings about love in the most optimistic way. On the one hand, the clod’s optimism concerning love is deeply admirable, and the parallel structure used to present this speech alongside the pebble’s emphasises that optimism in the most appealing way. The clod states that love â€Å"builds a Heaven in Hell’s despair,† while the pebble states that it â€Å"builds a Hell in Heaven’s despite.† The clod speaks from the context of a hellish existence that entails pain and suffering, and endows love with the capacity to transcend such an experience and create a heavenly existence of joy and happiness. The pebble, on the other hand, speaks from a comparatively heavenly existence and instead endows love with the capacity to corrupt that existence with the pain and suffering suggested by the word â€Å"Hell.† Our feeling that the clod is admirably optimistic ten evolves into a feeling that we too want and even believe that love will rescue and provide solace to this figure. Conversely, the parallel structure also helps to emphasise the pebble’s pessimism. The clod declares that â€Å"love seeketh not itself,† while the pebble answers that â€Å"love seeketh only self.† The phrases â€Å"not itself† and â€Å"only self† create a clear juxtaposition here of the two views of love. The first underscores it as essentially selfless, while the other underscores it as absolutely and solely selfish. Moreover, while the clod sings happily about how love â€Å"for another gives its ease† the pebble responds with how love â€Å"joys in another’s loss of ease.† The clods words suggest an action of willing self-sacrifice, while the pebbles words suggest a selfish acquisition that leaves another diminished. Of course, the pebble’s view means that there is no hope for the clod and that love in fact provides no Heaven. Furthemore, the pebble’s assessment of love is deeply cynical and ugly. It is, however, true to both its own experience and that of the clod. The clod is â€Å"trodden† upon while the pebble is â€Å"of the brook.† We imagine a gentle and tranquil existence within the soft current of a stream. Traditionally, however, rivers also symbolise a journey from innocence to worldliness. The water represents the experience that flows over us during life, leaving us more aware. This experience has left the pebble implacable. We imagine someone who has become hardened from experience and this is reflected in the physical properties of the pebble. Now the water is forced to bend around the pebble, just as the clod must bend around the feet of the cattle. This is a depiction of the world’s harshness and cruelty, and we cannot help but appreciate that it is the pebble’s assessment of love that more accurately reflects it. To conclude, perhaps the poem is as much about idealism and realism as it is about love. Love, after all, is subject to our tendency to be both idealistic and realistic. Ultimately though, it seems that the depiction of the world as harsh and brutal confirms a negative view of love as equally harsh and brutal. At the very least, the poem encourages us to be ambivalent of love and not suppose it to be a kind of saviour capable of transcending all.

Victorian Military: Rising Through the Ranks :: Victorian Era

Victorian Military: Rising Through the Ranks The British military was involved in some form of combat consecutively from 1837 to 1901. Consequently, military was a vital part of the life of a soldier or a young man looking to join the military profession. In order to join as an officer, a man had to purchase his position. However, those who entered as common soldiers could join for free. These men, however, were seen as the â€Å"lowest of the low.† If a man hoped to maintain his status in the military as well as society, he must first purchase his commission. Usually positions like colonel or captain were the first to be purchased. There were two forms of colonels, each carrying their own status. The first, known today as colonel proper was a â€Å"substantive rank from which seniority would eventually, provided they lived long enough, elevate them to join the generals† (Holves xix). The second form were colonels of regiments. They were field officers, known for advising their younger officers and having an inter est in making profits from their position. This type of colonel usually made about six hundred to nine hundred pounds a year but made about four hundred more from government granted money for their regiments. Money given to regiment colonels was often used to buy cheap uniforms; the rest was pocketed by the leading officer. The colonel’s regiment bore his name and often carried a badge from his armorial bearings. Colonels could be promoted to lieutenant colonels, who were also field officers. In war-time, promotions based on merit were far more common that purchase appointments, which surprises many (Holves 108). After purchasing a commission as lieutenant-colonel, an officer must be promoted and could not purchase any higher positions. Generals were appointed by the monarch. They were chosen according to seniority, so rarely did generals receive their position based on talent. Most generals did not receive any more pay that a colonel and may have even been on half-pay as a retired officer. A general kept his position until death. He had a strong voice in appointments for positions in his regiments, especially his secretary and aides de camp. Dragoons were soldiers with much less respect. They maintained the name â€Å"dragoon,† which had belonged to members of the cavalry, was given to dragoons so that they may maintain some form of respect. William Makepeace Thackeray’s novel Vanity Fair involves the Battle of Waterloo.

Leaders Aren’t Born They Are Made Essay

â€Å"There are many well-educated and motivated people who lack the knowledge of how to lead others. So they don’t assume leadership positions, or if they do, they don’t do very well in them. They and others too, assume that these individuals just weren’t born to be leaders. That’s really a tragedy, because our country and our people need good leaders. Corporations, associations, and athletic teams all need good leaders. Even parents must be good leaders or their families can become dysfunctional. It is hardly an exaggeration to say that our very success as a nation depends upon good leadership. But my research shows conclusively that effectiveness as a leader depends less on some innate trait you are born with, and much more on specific principles that anyone can follow.† There have been a numbers of debates concerning the issue of what makes a great leader. This debate is usually summarized into two schools of thought. The one school proposes that leaders are a select few people who are born with the unique set of skill and have rare leadership abilities. The other school of thought proposes that leaders are made, that is they learn, grow and develop into great leaders through the books they read, the people they associate with and from their personal experiences. My take on this discussion is that I believe that Leaders are made, and I am not the only one with this belief. â€Å"†¦leaders are made, not born, and made more by themselves than by any external means. Second†¦that no leader sets out to be a leader per se, but rather to express himself freely and fully.† – Warren Bennis The truth is the most people have the potential to become leaders. The real issue is that leadership takes time to develop†¦  § People need time to figure out what they’re passionate about  § People need time to understand their personal vision and purpose  § People need time to learn how to express who they  § People need time to learn how to use their unique strengths and skills  § People need time to learn how to express their purpose in their own unique way. As the saying goes†¦. the fighter does not win in the ring†¦ he is only recognized there! You see leadership is not something you’re born with, it cannot be taught, it cannot be copied†¦ it’s learnt! â€Å"Leadership cannot really be taught. It can only be learned.† – Harold Geneen Leaders learn through life experience, by making room in our lives for lots of trial and error†¦ â€Å"Leaders aren’t born, they are made. And they are made just like anything else, through hard work. And that’s the price we’ll have to pay to achieve that goal, or any goal.† – Vince Lombardi Leaders are made when they understanding their purpose, their unique strengths and have a deep passion to make a difference by living out whom they are in the real world. â€Å"Leadership is an observable, learnable set of practices. Leadership is not something mystical and ethereal that cannot be understood by ordinary people. Given the opportunity for feedback and practice, those with the desire and persistence to lead can substantially improve their abilities to do so.†

Impact of Violence in Movies and Video Games on Children

Impact of Violence in Movies and Video Games on Children Television and video games have become more violent in content. We have become desensitized to the graphic violence we are exposed to via television and video games. We have grown so use to viewing media with this type of content that it no longer phases us, and it almost seems normal. Violence can be found in everything from children’s cartoons with violent humor to video games that encourage players to kill opponents to advance to the next level.Studies show that children exposed to violence may be more aggressive. When children view violence as a way to solve problems, it can lead to bullying and an irrational view of how to resolve conflict. Studies have also showed that children exposed to violence can experience anxiety and the perception that the world is an evil place. Expert’s opinions Clearly there is no shortage of opinions on the impact of violent media on children.A report published by the surgeon gen eral back in 2001 pointed to a steady increase in youth violence for a decade from 1983 to 1993 with a quote â€Å"The report found strong evidence that exposure to violence in the media can increase children's aggressive behavior in the short term and concluded: Research to date justifies sustained efforts to curb the adverse effects of media violence on youths. † Surgeon General, 2001, p. 87). 10 years later, the issue and supporting studies have only increased.As one would expect there is an unbalance between information and studies available to compare with the negative impact side acquiring an overwhelming majority. Schneider Family Services Company director, Gina Simmons, states that a 1999 national study reported that an average American child spends 40 hours per week viewing various forms of media like TV, media, and video games. When these children complete elementary school this equates to them having seen 8,000 murders and 100,000 other acts of various violence.In addition Simmons references a July 2000 joint statement of six professional associations that concur there are more than 1,000 studies connecting media violence and aggression in children (Simmons, 2008, p. 1). Although Craig A. Anderson, a media violence researcher and a chair of Iowa State University’s Department of Psychology agrees that the abundance of violent video games tend to have negative effects on children’s behavior and states that â€Å"It’s Society, not science, that must decide how to deal with the negative effects of violent video games. † In contrast he also recognizes some positive influences from today’s video games.Anderson recognizes that most interactive games now require and include complex problem-solving skills. As well as referencing a flight simulator game he bought his son, which allowed him to develop skills used in NASA summer camp that amazed the camps staff (Hoerrner & Hoerrner, 2006). Analyzing and Contrasting From the surgeon general noting increases in violence among youth in the late 80s and 90s to a plethora of new studies supporting the same or similar evidence, one may be concerned with the bias that appears to exist primarily on the negative side of the issue.While analyzing deeper, and when looking through one filter, the focus on negativity toward children and media delves deeper. When the 1999 study above is mentioned, the numbers are shocking. The study showed that children spend 40 hours during the week on different forms of media; notably violence, but one has to question if the study would have equated for the abundance of media in society today, and how much media in our lives has skyrocketed. The study not only assumed the viewing amounts within a child's entire elementary cycle but also assumes how many hours of violence a child would likely watch.The reference to one thousand studies on the subject shows how clearly the issue is of concern to parents, teachers, and the futur e of behavioral condition society may have to deal with. What research has limited itself with is discovering the potential positive effects of video games, and violence in media and television. The expert views above indicate Craig A. Anderson may be suggesting strongly that violent media content negatively effects children, but he also points out that items such as interactive games, for instance, do illicit requirements for complex problem-solving skills.These skill types of skills and experiences can be referenced and reflected along with different areas being discussed. Comparing and contrasting the positives and negatives proves to be a harder task when it comes to discovering the positives, but there is a one likely reason. Media pressures developed by existing conditions in society likely form bias’s, which leaves little room for fair, reasonable, and mediated conditions or conclusions for evidence to be properly put forth on either side of the argument.Discovering th e positives resides in the logic of today's children. Children are developing complex problem solving skill sets far beyond those their parents did at the same ages and at faster rates. Studies must reflect the times, and not the basis of the past. Our Opinion Violent movies and video games do have some type of impact on children, but we do not think that it will cause the child to inflict violence on others. We believe that if left alone without proper supervision and guidance, it will have a negative effect.Growing up in a household with family values and ethics will allow the child to have a better understanding of what he or she does and to know the difference between what is real and what is fictitious. Let us focus on the fact that when we were children, we would watch cartoons in which one of the characters would chase the other around with a shotgun, light a stick of dynamite, and place it under their hat. The character would then fall off a cliff, followed by a giant boulde r on the head. In addition playing war games as young boys with the green Army men and simulating an explosion was quite exciting.Blowing the Army men up with firecrackers were all a part of the violent games we played. Shooting a BB gun or slingshot was also another way in which we enjoyed playing in the days before video games. The point we are trying to make is, violence has always been around and most people recognize the difference, and would not go out and inflict violence in the real world. A few mentally disturbed children may not know the difference in between the two, or children who were not taught the difference between reality and make-believe by their parents at an early age.We blame playing too many video games and watching too many movies as a cause of obesity in children, but we also parallel behavioral issues to the same mediums, which are why we should focus more on how children are raised rather than the influential mediums they are faced with. The Impact on Chil dren Though the point may be argued that violence in video games and movies has no effect on children, it is hard to imagine how such imagery cannot influence their actions.Modern video games – with their almost real looking graphics, in-depth story lines, and characters that resemble real people – are quickly approaching the realm of â€Å"virtual reality. † Gone are the days of Mario and Luigi saving the world and the Princess from the evil Bowser as in Super Mario Bros. Video games that are more recent involve stories that require automobile theft, use of illegal weapons, and violent fighting tactics to advance to the next level. These images paint the picture that in order to get what you want in life, you have to take it by force.According to a study done by the Gallup Company in 2003, â€Å"More than 70 percent of American teenage boys have played the violent but popular â€Å"Grand Theft Auto† video games, and they are more likely to have been in a fight than those who have not played† (Berkowitz, 2003). This study seems to provide clear evidence that some children’s real life is influenced by the video games they play at home. Young children are very impressionable and can easily gain a distorted view of reality by participating in these games. Berkowitz, in press) Certain movies are also influencing the actions and behaviors of young children. Parental guide rating systems have been put in place as advisories, though many parents completely ignore them. If a child wants ideas on how to rob a casino, fight, mistreat women, and/or blow something up, all he or she needs to do is visit the local theater. Better yet, the Internet and media companies like Netflix allow children to watch these scenes without leaving their homes.I remember watching â€Å"The Karate Kid† and realizing that martial arts are a means of self-defense and a practice in self-control and honesty. Hollywood’s modern twist makes g un-slinging bandits out to be more hero like and less villain like. The images that these children are seeing on the big screen has the potential to fill their heads with the idea that violence is a useful means to solve ones problems or get what he or she wants. Conclusion Violence is prevalent on television and in video games. The amount of violence children are exposed to via the media has increased.Cartoons feature slapstick characters that use vulgarity and violence as a form of humor. Video games feature graphic war scenarios or bloody street fights that encourage players to kill opponents in order to move to the next level of the game. Studies show children tend to mimic violent behavior when it comes to conflict resolution. The exposure to violence has had an affect on children. The effects range from aggression to various levels of anxiety. The constant exposure to violence often perpetuates that the world is an unsafe place full of mean people.References Berkowitz, B. (in press). Most teens play violent video games, study says. The Washington Post. Retrieved August 15, 2011, from www. lionlamb. org/news_articles/Washington_Post_Grand_Theft. htm Hoerrner, M. , & Hoerrner, K. (2006). Video Game Violence (vol. 15 ed. ). : Child Welfare League of Amreica. Simmons, G. (2008). Does Violent Media Cause Aggression?. Retrieved August 15, 2011, from www. manageangerdaily. com Surgeon General (2001). Youth Violence. Retrieved August 15, 2011, from http://www. surgeongeneral. gov/library/youthviolence/

Essential Facts About Hurricanes, Typhoons, Cyclones

Essential Facts About Hurricanes, Typhoons, Cyclones During hurricane season, you may hear the terms hurricane, typhoon, and cyclone used often, but what does each mean? While all three of these terms have to do with tropical cyclones, they are not the same thing. Which one you use depends on which part of the world the tropical cyclone is in. Hurricanes Mature tropical cyclones  with winds of 74 mph or more that exist anywhere in the North Atlantic Ocean, Caribbean Sea, Gulf of Mexico, or in the eastern or central North Pacific Ocean east of the International Date Line are called hurricanes.    As long as a hurricane stays within any of the above-mentioned waters, even if it crosses from one basin to a neighboring basin (i.e., from the Atlantic to the Eastern Pacific), it will still be called a hurricane. A notable example of this is Hurricane Flossie (2007).  Hurricane Ioke (2006) is an example of a tropical cyclone that  did  change titles. It strengthened into a hurricane just south of Honolulu, Hawaii. 6 days later, it crossed the International Date Line into the Western Pacific basin, becoming Typhoon Ioke.  Learn more about  why we name hurricanes. The  National Hurricane Center  (NHC) monitors and issues forecasts for hurricanes occurring in these regions. The NHC classifies any hurricane with wind speeds of at least 111 mph as a major hurricane.    Category Name Sustained Winds (1-minute) Category 1 74-95 mph Category 2 96-110 mph Category 3 (major) 111-129 mph Category 4 (major) 130-156 mph Category 5 (major) 157+ mph The NHC Saffir-Simpson Hurricane Scale Typhoons Typhoons are mature tropical cyclones that form in the Northwest Pacific basin - the  western part of the North Pacific Ocean, between 180 °Ã‚  (the International Date Line)  and 100 ° East longitude. The Japan Meteorological Agency (JMA) is in charge of monitoring typhoons and issuing typhoon forecasts. Similarly to the National Hurricane Centers major hurricanes, the JMA classifies strong typhoons with winds of at least 92 mph as severe typhoons, and those with winds of at least 120 mph as super typhoons.   Category Name Sustained Winds (10-minute) Typhoon 73-91 mph Very Strong Typhoon 98-120 mph Violent Typhoon 121+ mph The JMA Typhoon Intensity Scale Cyclones Mature tropical cyclones within the North  Indian Ocean  between 100 ° E and 45 ° E are called cyclones. The Indian Meteorological Department (IMD) monitors cyclones and classifies them according to the below intensity scale: Category Sustained Winds (3-minute) Cyclonic Storm 39-54 mph Severe Cyclonic Storm 55-72 mph Very Severe Cyclonic Storm 73-102 mph Extremely Severe Cyclonic Storm 103-137 mph Super Cyclonic Storm 138+ mph IMD TC Intensity Scale To make matters  more  confusing, we sometimes refer to hurricanes in the Atlantic as cyclones too - thats because, in a broad sense of the word, they are. In weather, any storm that has a closed circular and counterclockwise motion can be called a cyclone. By this definition, hurricanes, mesocyclone thunderstorms, tornadoes, and even extratropical cyclones (weather fronts) are all technically cyclones!

28 delitos agravados y graves consecuencias migratorias

28 delitos agravados y graves consecuencias migratorias Los delitos agravados, conocidos en inglà ©s como aggravated felony, son una categorà ­a de acciones- algunos felonà ­as, otros no- con consecuencias migratorias gravà ­simas. Por eso es necesario que todos los extranjero en Estados Unidos, incluidos los residentes permanentes legales, los indocumentados y las personas con visas no inmigrante o situaciones particulares como asilados, sepan cules son estos delitos agravados y quà © sucede cuando una persona ha sido condenada por uno de ellos. En este artà ­culo puedes enterarte de quià ©n decide quà © son delitos agravados, quà © acciones son calificadas asà ­, quà © se debe hacer si te acusan de uno y cules son las consecuencias desde el punto de vista de inmigracià ³n.  ¿Quià ©n decide lo que es un delito agravado? El Congreso de los Estados Unidos es quien decide quà © accià ³n es un delito agravado. Al principio sà ³lo los delitos ms graves tenà ­an esta consideracià ³n, como por ejemplo el asesinato, el homicidio, el trfico ilà ­cito de armas o el trfico de drogas. Sin embargo, con el paso de los aà ±os se fueron incluyendo otros no tan graves, incluso acciones que en algunos estados ni siquiera son delitos (felonies) y son simplemente consideradas como faltas, que se conocen en inglà ©s como misdemeanors. Adems, hay que tener en cuenta que en el momento en el que el Congreso decide que una accià ³n es delito agravado, si la has cometido incluso antes de ese momento, te conviertes automticamente en deportable. La à ºnica excepcià ³n son  los casos en los que expresamente el Congreso dice que la inclusià ³n de una nueva accià ³n en la lista de delitos agravados sà ³lo se aplicar a los que se comentan a partir de ese momento. Pero hasta este momento esto nunca ha sucedido, sino todo lo contrario: cuando se incluye en la ley migratoria una nueva accià ³n con la calificacià ³n de delito agravado aplica con carcter retroactivo, es decir, para las condenas posteriores al cambio legal y tambià ©n incluso a las condenas anteriores. Listado de acciones calificadas como delitos agravados Por sus enormes consecuencias migratorias, es muy importante saber cules son los delitos agravados o aggravated felony. Entre otros, destacan los siguientes: Abuso sexual de menores- Aquà ­ hay que tener muy en consideracià ³n las leyes de cada estado. Por ejemplo, puede suceder que se considere abuso sexual una relacià ³n consentida entre una persona de 17 aà ±os y otra de 16. Hay que estar muy atentos a las edades de consentimiento.Pornografà ­a infantilViolacià ³n y asesinatoDelitos violentos con una pena superior al aà ±o de prisià ³n.Robo y allanamiento de morada con condenas superiores a un aà ±o.Evasià ³n fiscal por encima de los $200,000, lavado de dinero y trfico en documentos fraudulentos asà ­ como revelacià ³n de informacià ³n relacionada con la seguridad nacionalPerjurio y obstruccià ³n a la Justicia en los casos de condenas superiores a un aà ±o y alteracià ³n de las placas de autosDelitos de drogas por trfico o posesià ³n de drogas- Para ms informacià ³n sobre este asunto se puede consultar la INA,  la  ley que regula Inmigracià ³n y Naturalizacià ³n, ya que hay una excepcià ³n para una à ºnica pos esià ³n para consumo propio de marihuana cuando la cantidad sea inferior a 30 gramos Peticià ³n de rescates, sobornos o fraude cometido contra otra persona o el Gobierno por un monto superior a $10,000Reentrar en el paà ­s sin permiso despuà ©s de haber sido deportado. Adems, puede ser castigado hasta 2 aà ±os de crcel.Pertenencia a una mafiaFalsificacià ³n de dineroTrfico de armas o material explosivoTrfico ilegal de extranjerosNo comparecer en corte cuando se est juzgando un crimen por el que la sentencia puede ser superior a los dos aà ±osPosesià ³n de un arma sin licencia (hay una posible excepcià ³n para los residentes permanentes)Presentar una planilla de impuestos falsa (tax return)Asalto (battery)- En algunos estados es necesario un abuso fà ­sico grave o golpear duramente para cometer este delito. En otros estados, acciones que alguna gente cree que no son graves como jalar (halar, tirar) el cabello de otra persona es un delito de asalto.La violencia domà ©stica puede ser calificada de delito agravado o de inmoral. Es muy importante saber cà ³mo s e califica en un caso concreto porque las consecuencias pueden muy distintas Desde el punto de vista de inmigracià ³n, los delitos agravados tienen consecuencias negativas tanto si te condenan como autor o por haber conspirado para cometerlos, aunque no se llegaran a cometer y quedaran en grado de tentativa o de frustracià ³n. Quà © hacer ante una acusacià ³n de un delito o accià ³n que puede ser calificada como delito agravado Buscar un abogado criminalista que entienda las consecuencias migratorias. El objetivo prioritario es evitar una condena por una accià ³n que las leyes de Inmigracià ³n califican como delito agravado. Incluso pueden ser necesarios dos abogados, un especialista penal y otro migratorio. La lucha importante es evitar ser condenado por un delito que las leyes migratorias consideran como agravado. Quà © va a pasar inmediatamente despuà ©s de cumplir la sentencia por un delito agravado Una vez que se cumple la sentencia por el delito agravado comienza el problema con Inmigracià ³n. Pasas a estar en custodia migratoria, esto es, detenido. Y aquà ­ se van a dar dos posibilidades, dependiendo de tu situacià ³n migratoria, es decir, si eres un residente permanente legal o si no lo eres. Personas que no son residentes permanentes legales: pueden ser deportadas muy rpidamente, sin tener la opcià ³n de presentar su caso ante un juez de inmigracià ³n. En este caso, no pueden pedir asilo, ni tampoco una cancelacià ³n de la deportacià ³n (cancellation of removal, en inglà ©s). Salvo casos muy excepcionales tampoco puede pedir que se paralice momentneamente la deportacià ³n mediante lo que se conoce en inglà ©s como withholding of removal.Personas que son residentes permanentes legales: un juez de inmigracià ³n decidir si mientras se resuelve su caso tienen que permanecer detenidas o si se les fija una fianza o si pueden quedar libres dando su palabra de que se presentarn a Corte cuando se les cite. Si en el desarrollo del caso se decide que va a ser deportado casi no tiene opciones para luchar. Ningà ºn extranjero, ni residente permanente ni titular de una visa ni indocumentado que ha sido condenado por un delito agravado puede beneficiarse de una salida voluntaria. Una vez que se ha sido deportado por un delito agravado,  ¿cules son las consecuencias? El castigo es una prohibicià ³n para regresar a Estados Unidos de por vida. Es decir, nunca te van a dar ni una visa no inmigrante ni una visa de inmigrante (tarjeta de residencia) para regresar. La à ºnica excepcià ³n son los casos rarà ­simos en los que cumpliendo con muchos requisitos y despuà ©s de haber pasado diez aà ±os seguidos fuera de Estados Unidos se pide un perdà ³n especial directamente al Departamento de Seguridad Interna (Homeland Security Department). Tambià ©n se conoce como waiver o, en algunos paà ­ses, como permiso. La verdad es que es rarà ­simo que se apruebe esta clase de perdà ³n especial, se necesita tener un buen caso, ameritar el perdà ³n y contar con un abogado especialista con experiencia exitosa en este tipo de casos. Quà © ms hay que saber sobre la deportacià ³n Una condena por un delito agravado no es la à ºnica razà ³n por la que se puede deportar a un extranjero. Tambià ©n por otros delitos aunque no tengan ese calificativo y tambià ©n por los considerados  inmorales. Aunque en estos casos puede haber ms opciones para luchar, dependiendo del caso y las circunstancias de cada migrante. Tambià ©n es posible la deportacià ³n por faltas (misdemeanor) e incluso tambià ©n por violaciones migratorias. Si bien lo que causa peores consecuencias son los delitos agravados. Finalmente, para evitar problemas gravà ­simos, alà ©jate de las peleas y situaciones conflictivas y contrata a un abogado si te acusan de algo grave. Adems, conoce cules son las opciones para luchar contra una deportacià ³n en los casos en los que el problema NO es un delito agravado y cules son las prioridades de las autoridades para deportar a migrantes. Un castigo a los deportados por delito agravado a tener muy en cuenta Las personas que han sido deportadas por un delito agravado y regresan ilegalmente a los Estados Unidos pueden ser condenadas hasta 20 aà ±os de prisià ³n. Una vez que cumplen la condena sern de nuevo deportados. Este es un artà ­culo informativo. no es asesorà ­a legal.

How were the American colonies (united states) able to defeat Great Essay

How were the American colonies (united states) able to defeat Great Britain in the war for Independence. How did the leadership of George Washington contribute to this victory - Essay Example This gave the locals the capability of planning sneak raids and to better situate themselves for fighting. Also, the locals were short on funds, as well as military experience. Nevertheless, the French, who were sworn enemies Great Britain, decided to assist the Americans in the warfare (Simmons, 2005). The late president, George Washington, commanded the Continental Army of the United States during the Revolutionary War. He was extremely influential in the warfare, which brought victory to the United States. Washington had a leading political and military task in the American Revolution (Rickard, 2003). Washington’s involvement started as early as 1767. After the warfare erupted with the Battles of Concord and Lexington in April 1775, he was appointed as commanding officer of the Continental Army. Washington, unlike any other American leader, wore military uniforms to work signifying how stern he was in leading the nation. He was critical in uniting France and the Americas, which played a leading role in Americans triumph over Great Britain (Tokar, 2009). Washington was also devoted to republicanism, which puts the citizens of American first. This was one of his mantras when he went into the warfare making him committed to