Evolution Being Taught in Schools - 2025 Words

Should Evolution Be Taught in Public Schools? Introduction The debate over teaching evolution in public schools is not new at all but the debate has been elevated through the media over the past few years. Conservative Christians and other conservatives serving on school boards (particularly in the South) have been insisting that if schools are going to buy textbooks that have evolution chapters then they should also have a place in that textbook near the evolution chapter for creationism. Progressives and scholars that understand the scientific basis for evolution argue that theres nothing wrong with putting creationism or intelligent design in textbooks but that subject is not science-based and therefore should be published in the religion chapter (if there is one). Should evolution be taught in public schools? The answer is yes, most certainly; to ignore evolution is to deprive public school students of some of the most important knowledge relating to our planet and our society. Scientific ignorance is unacceptable in a count ry that calls itself the greatest nation on earth. Thesis Thesis: It is patently absurd to argue that creationism and / or intelligent design deserve a place in public school textbooks in the science chapter or in any way near to the chapter on evolution. The United States Constitution guarantees freedom of religion and freedom of expression, so all faiths and denominations have the absolute right to worship and believe as theyShow MoreRelatedCreationism Isnt Science but Belongs in Schools Essay849 Words   |  4 PagesCreationism Isnt Science but Belongs in Schools The origin of life has been a point of discussion for as long as history has been documented. Ancient Egyptians believed that the sun god Ra took another form, created land from a watery abyss and created everything, including gods and humans. The Iroquois, a tribe of Native Americans, told a story of god to human lineage that resulted in twins, one being evil and one being good. The good twin creates a picture perfectRead MoreShould Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?641 Words   |  3 Pagesdesign should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of natures changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpose. Creationism is the same idea as intelligent design, believing that nature was created by a divine being, God. Evolution is the idea of naturalRead MoreCreationism vs. Evolutionism in Public Schools1538 Words   |  7 PagesCreationism vs. Evolution in Schools: 1st Affirmative Constructive Speech Creationism and Evolutionism by definition are very different topics. Currently, evolutionary naturalism is the most widely taught view of origins in America. In schools in the modern day, only evolutionism is taught and condoned. But before the 1920s, only creationism was taught, and evolution was forbidden. Then, on February 20, 2008, the Florida State Board of Education voted to revise the public school guidelines to requireRead MoreThe Scopes Trial And Creationism1053 Words   |  5 PagesCreationism and Evolution have always been a topic in America since the Scopes Trial. The Scopes Trial took place in 1928 when the Supreme Court was deciding whether schools should teach Evolution or Creationism. The foundation of evolution is based upon the belief that the origin of all ordered complex systems, including living creatures, can be explained by natural laws without the intervention of God. In that trial the Supreme Court came to a conclusion that Evolution was banned and that c reationismRead MoreEssay on Creationsim vs. Evolution794 Words   |  4 PagesCreationsim vs. Evolution For a long time school administrators, teachers, parents and even students have argued for and against the teaching of either creation and/or evolution. Evolution has been taught in many public schools for generations because of the scientific methods and support it has as a scientific theory of how we as humans came to be. Many religions hold different views of how humanity as we know it was created and these people believe that students should be able toRead MoreCreationism : A Theory Of Primordial History1585 Words   |  7 Pagesand debated phenomena in the history of education is that the hypothetical concept of evolution which can be considered as a theory of primordial history, moreover with the belief of creationism. Both have had an astounded impact in the framework of contemporary education should or should not be taught in the public classroom. Evolutionists and Creationists both have their reasons why their beliefs should be taught in the public classroom. The matter of the fact is that both of these are consideredRead MoreEvolution Of Science Classes At School1653 Words   |  7 PagesBeing raised in a Christian family, I have attended Catholic school my whole life. That being said, I have grown up studying Bible stories since before I can remember. Probably the most prominent and well-known of these stories in Christian theology is, of course, the story of creation. To this day, I still remember how the story goes. On the first day, God created the earth and daylight. For six days after, he continued creation and included the sky, the ocean, plants, animals, and humans. GrowingRead MoreA Number Of Years About Evolution And Creationism1592 Words   |  7 PagesThe Gallup organization has asked three questions for a number of years about evolution and creationism. Question one: Do you think God created humans pretty much in our present form at one time within the last 10,000 years? Question two: Do you think we developed over millions of years from less advanced forms of life, but God guided this process, including our creation? The third question: Do you think we have developed over millions of years from less advanced forms of life, and God had no partRead MoreThe Theory Of Evolution Or Intelligent Design1677 Words   |  7 Pagesexplanation; either the theory of evolution or Intelligent Design. The theory of evolution was first published by Charles Darwin, a fam ous figure who is just as controversial in modern society as he was in his own time. He introduced the public to the theory of evolution in his book On the Origin of Species, where he proposed that new species evolve from older ones through Natural Selection, or the process of the organism which are better adapted to their environment being the ones to survive and reproduceRead MoreIntelligent Design: A Bona Fide Theory Essay1278 Words   |  6 Pagespublished, as of now there is no tolerance for it to be taught in America’s public school education system (Discovery Institute, 2012, para. 2). Those against the idea of intelligent design (ID) being taught in schools argue that it would be unconstitutional, going against the separation of church and state, and ID should not be taught due to the significant amount of evidence supporting the theory of evolution. Those for ID being taught in public schools argue that intelligent design is a scientific theory

Learning Styles Inventory Free Essays

string(52) " Observes all the physical elements in a classroom\." LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. We will write a custom essay sample on Learning Styles Inventory or any similar topic only for you Order Now India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner’s Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. You read "Learning Styles Inventory" in category "Learning" =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they’ve done them once (motor memory). = Have good motor coordination. Traits = Remembers what they DO very well. = Remembers best through getting physically involved in whatever is being learnt. Enjoys acting out a situation relevant to the study topic. = Enjoys making and creating. = Enjoys the opportunities to build and physically handle learning materials. = Will take notes to keep busy but will not often use them. = Enjoys using computers. = Physically expresses interest and enthusiasm by getting active and excited. = Has trouble staying still or in one place for a long time. = Enjoys hands-on activities. = Tends to want to fiddle with small objects while listening or working. = Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one’s inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people’s preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person’s strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner’s context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person’s blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner’s thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person’s style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent’. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody’s good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional’ intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner’s theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may h elp the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David Oâ€⠄¢Donnell,Sudhir K. Saha, Maria Cseh,â€Å"Managers’ personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9ICpg=PA118lpg=PA118dq=factors+affecting+learning+stylessource=blots=FJHLBiCAddsig=PAggcKGlja0C1NN3YYZSo1sB_o8hl=ensa=Xoi=book_resultresnum=7ct=result#P PA119,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet How to cite Learning Styles Inventory, Essays

Analysing the Racial Strife from â€ÅMy Dungeon Shook”

Question: Give a brief discussion of Baldwin's "My Dungeon Shook" and how it helps us analyze the racial strife in the US. Answer: The author James Baldwin in his writings My dungeon Shock elucidates that the American white society has unwittingly placed the Blacks or the Negros in a position so weak that they are not able to get far removed. James Baldwin has succeeded unlike other authors in restoring the personal essays to its place in the form of creative literature. Looking at the personal grievance from the narrow perspective of James Baldwin he has able to open a window for the world where he helps us analyze the racial strife in the US between the Americans and Africans. In his short essay My Dungeon Shook he plays a role of alarmist that is traditionally assigned to thinkers who are concerned for improving the human conditions. Baldwin tries to seek our attention towards those things which has to be improved in our society and to be celebrated. The narrowness of his vantage point is no assurance that he is right or wrong; nor does it negate the importance of what he is saying. The oppressed person is th e best authority on his oppression. The strife of racism in United States has forced every Negro to be a part of prolonged and pathetic war. He portrays in his writing that either he is at war against his oppression or is against the weaknesses in himself which frustrates him that he is not able to effectively participate in this war of racism. The saddest part of this war is that the Negroes in spite of being participant of this war of physical and mental survival for gaining basic human dignity are tactically removed from it. The Negroes are living with the illusion that they have been integrated. Thus the limitation and uniqueness of Baldwins writing is that in his essay he is addressing the attention of his audience from the war zone. In the 20th century James Baldwin published two essays under the name The Fire Next Time whose one million copies were sold and making Baldwin the most read America-African writer by The New York Times. Through this book Baldwin tries to share his thoughts on the social and racial justice happening in America between the Africand and Americans or in lay man language between Whites and Blacks. Baldwin after living 20 years in Europe, he was compelled to return to America to give his participation in the Civil Rights movement going in America. Through his book The fire Next Time Baldwin offers a kind of plea, emphasizing that we the black and white deeply need each other to become a single nation. In Baldwins book The fire Next Time, there is a short essay, My Dungeon Shook which is a letter written from Baldwin to his nephew on the occasion of hundredth anniversary of Emancipation, which diagnosis the Americas racism and his nephew a prescription or one can a warning to his young nephew on his survival in such a diseased society. Baldwin has seen the America at its worst and he warns his nephew about the dangers a young black man may encounter. Besides giving warning to his nephew, Baldwin also challenges him to be catalyst of change. Baldwin challenges the fate of blacks and white which is inextricably intertwined and America to fulfil its promise, that both black and white should acknowledge the need for each other. White Americans are actually not interested in sharing their rights and freedoms with Africans. Americans till today treat the Black as their slaves and give them low grade jobs and low living standards. The Americans are actually holding fast to principles whic h are not actually practised. Whites are just portraying that they are giving blacks the rights and equality but in actual that is wrong. The failure of Americans in practising their ideals has been proved in their steadfast refusal of giving values and respect to the lives of Black people. Baldwin aware his nephew that the American society has narrowly circumscribed his world because of which he cannot dream beyond the street corner of Harlem Ghetto. Baldwin offers hope to all African Americans, but it comes with great responsibility. He maintains that because white America insists on its innocence, on the ideal image it has created of itself, it cannot initiate change. Baldwin observes that these innocent people have no other hope. They are, in effect, still trapped in a history which they do not understand; and until they understand it, they cannot be released from it. African Americans must force white America to examine itself. African Americans, Baldwin predicts, can make America what America must become. Neither white America nor black America, however, can find freedom or justice apart from each other. Their fates are necessarily and inextricably connected. References Alyse Crystal. A Man beyond. By such and such. Web, 10 Aug, 2012. https://bysuchandsuch.com/2012/08/james-baldwin/ Bader Philip. African American authors. Web 1 Jan 2004. Web https://books.google.co.in/books?id=VdP7RNzB5PQCdq=racial+strife+in+US+depicted+in+Dungeon+Shooksource=gbs_navlinks_s John Henrik Clarke. The Alienations of James Baldwin Web https://www.nbufront.org/MastersMuseums/JHClarke/Contemporaries/JamesBaldwinAlienation.html Williams. James Baldwin. E notes. Web https://www.enotes.com/topics/james-baldwin/critical-essays/baldwin-james-1924-3 Wanda Pose. The racial strife between Africans and Americans Web 20 March 2008. https://professorwandasposse.blogspot.in/2008/03/today-if-you-need-more-time-to-study.html

Photo Manipulation free essay sample

Image manipulation is everywhere on are daily life. It is a type of digital art. It is a unique way to describe editing photos and adding filters and special effects to photographs in order to make an illusion or define through digital means. Photo manipulation has been commonly used to deceive or convince viewers. It can be simply a photo which colors have been converted, or a photo that has been painted over, usually they use photoshop, but there are other softwares what can we use for manipulating images, image manipulation is an art as well. Photo manipulation is done for a number of purposes. More infamously, it is for political or sensational purposes. However, photo manipulation is also an art form in its own right (www. brightclub. com). The photographs have been manipulated in darkrooms for decade. Before computers, photo manipulation was achieved by retouching with ink, paint, double exposure, piecing photos or negatives together in the darkroom, or scratching Polaroids. We will write a custom essay sample on Photo Manipulation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Airbrushes were also used, whence the term â€Å"airbrushing† for manipulation. The first recorded case of photo manipulation was in the early 1860s, when a photo of Abraham was altered using the body from a portrait of John C. Calhoun. The 1980s saw the advent of digital retouching with Quantel computers running Paintbox, and Scitex imaging workstations being used professionally Silicon Graphics computers running Barco Creator became available in the late 1980s which, alongside other contemporary packages, were effectively replaced in the market by Adobe Photoshop (wikipedia).

Keeping a Writers Notebook

Keeping a Writers Notebook Keeping a Writers’ Notebook Keeping a Writers’ Notebook By Ali Hale If you’ve ever had aspirations towards fiction-writing, you’ve doubtlessly heard the advice to keep a notebook on you at all times, to jot down those elusive flashes of brilliance that come at the most inopportune moments. It’s definitely a good idea to have pen and paper to hand as much as possible – however, the discipline of keeping a writers’ notebook means more than just scribbling a few words when inspiration strikes. Writing every day One of the best uses for your notebook is to get into the habit of writing every single day. There are lots of different ways to approach this; some which have worked for me (not all at once) are: Write first thing in the morning Spend five minutes writing at some point in the morning, and five minutes in the afternoon Write just before going to bed Jot down some notes before starting on your â€Å"proper† writing session of the day Of course there’ll be days when you feel uninspired, when you have nothing you want to write about, or when you’re hectically busy. But if you’re going to stick with writing fiction long-term, it needs to become part of your daily life. What do you write about? Don’t be prescriptive about what goes in your notebook. Some people find it best to work in a deliberately â€Å"scrappy† book, so that they don’t feel constrained to only write down gems of wisdom – yes, moleskin notebooks may be hugely popular, but a 99 cent pad will be just as good a repository for your ideas. Some of the many types of writing filling my notebook are: To-do lists for writing sessions or writing days There’s a great sense of satisfaction in ticking things off or scoring them out. If a to-do list makes you feel uncomfortable and constrained, try instead keeping a â€Å"done† list and writing down tasks after you complete them. Brainstorming for competition entries I wrote two or three short stories every month last year, most of them aimed at competitions with a set theme. A notebook is a great place to begin the idea-generation process; I like mind-mapping, by jotting the theme in a central circle and scribbling different plot and character possibilities around the edge. Once you get beyond the first few trite storylines, some intriguing ideas start to emerge. Character sketches When taking part in NaNoWriMo last year, I wrote three or four page character biographies for each of my main characters. Keeping these in my notebook made it easy to find them whilst working on the novel – I wasted as little time as possible when needing to look up details of family backgrounds, hobbies and so on. Plot outlines Most writers find that some level of outlining helps, particularly when writing anything longer than a short story. A notebook can be an easy way to develop a plot from initial spark through potential variations to a scene-by-scene breakdown. Snatches of dialogue Imagined or overheard phrases can be safely stashed in your notebook for future use: they may be totally inappropriate for the project which you’re currently working on, but could be invaluable a week or two down the line. Reviewing your notes It’s just as important to go back over your notes as it is to write them in the first place. Set aside a chunk of time – half-an-hour if possible – weekly, and go over what you’ve written during the past seven days. Make a new entry to record any ideas that you definitely want to pursue. (You might find it helps to use a second notebook at this stage.) Don’t recycle or burn old notebooks; even if you’re sure that you’ll never want the notes contained in them, store them safely somewhere. They’ll make fascinating reading a year, or ten years, further into your writing career – you’ll be able to see how far you’ve come, and you may rediscover old ideas that you’d forgotten. And if you become famous, perhaps you’ll even end up selling them on e-bay†¦ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouLoan, Lend, Loaned, LentParticular vs. Specific

Thermoplastic vs. Thermoset Resins (Composites)

Thermoplastic vs. Thermoset Resins (Composites) Thermoplastic  polymer  resins are extremely common, and we come in contact with thermoplastic resins constantly. Thermoplastic resins are most commonly unreinforced, meaning, the resin is formed into shapes and have no reinforcement providing strength. Examples of common thermoplastic resins used today, and products manufactured by them include: PET  - Water and soda bottlesPolypropylene - Packaging containersPolycarbonate - Safety glass lensesPBT - Childrens toysVinyl - Window framesPolyethylene  - Grocery bagsPVC - PipingPEI - Airplane armrestsNylon  - Footwear Many thermoplastic products use short discontinuous fibers as a reinforcement. Most commonly fiberglass, but  carbon fiber  too. This increases the  mechanical properties  and is technically considered a fiber reinforced composite, however, the strength is not nearly as comparable to continuous fiber reinforced composites. In general, FRP composites refers to the use of reinforcing fibers with a length of 1/4 or greater. Recently, thermoplastic resins have been used with  continuous fiber  creating structural composite products. There are a few distinct advantages and disadvantages thermoplastic composites have against thermoset composites.​ Advantages of Thermoplastic Composites There are two major advantages of thermoplastic composites. The first is that many thermoplastic resins have an increased impact resistance of comparable thermoset composites. In some instances, the difference is as high as 10 times the impact resistance. The other major advantage of thermoplastic composites is the ability reform. See, raw thermoplastic composites, at room temperature, are in a solid state. When heat and pressure impregnate a reinforcing fiber, a  physical change  occurs; not a chemical reaction as with a thermoset. This allows thermoplastic composites to be reformed and reshaped. For example, a pultruded thermoplastic composite rod could be heated and remolded to have a curvature. This is not possible with thermosetting resins. This also allows for the recycling of the thermoplastic composite at end of life. (In theory, not yet commercial). Properties and Benefits of Thermoset Resins Traditional Fiber Reinforced Polymer Composites, or FRP Composites for short, use a thermosetting resin as the matrix, which holds the structural fiber firmly in place. Common thermosetting resin includes: Polyester ResinVinyl Ester ResinEpoxyPhenolicUrethane The most common thermosetting resin used today is a polyester resin, followed by vinyl ester and epoxy. Thermosetting resins are popular because of uncured, at room temperature, they are in a liquid state. This allows for convenient impregnation of reinforcing fibers such as fiberglass, carbon fiber, or Kevlar. As mentioned, a room temperature liquid resin is easy to work with. Laminators can easily remove all air during manufacturing, and it also allows the ability to rapidly manufacture products using a vacuum or positive pressure pump. (Closed Molds Manufacturing) Beyond ease of manufacturing, thermosetting resins can exhibit excellent properties at a low raw material cost. Properties of thermoset resins include: Excellent resistance to solvents and corrosivesResistance to heat and high temperatureFatigue strengthTailored elasticityExcellent adhesionExcellent finishing (polishing, painting, etc.) In a thermoset resin, the raw uncured resin molecules are crossed linked through a catalytic chemical reaction. Through this chemical reaction, most often exothermic, the resin creates extremely strong bonds with one another, and the resin changes state from a liquid to a solid. A thermosetting resin, once catalyzed, it can not be reversed or reformed. Meaning, once a thermoset composite is formed, it cannot be remolded or reshaped. Because of this, the recycling of thermoset composites is extremely difficult. The thermoset resin itself is not recyclable, however, there are a few new companies who have successfully removed the resin through pyrolization and are able to reclaim the reinforcing fiber. Disadvantages of Thermoplastics Because thermoplastic resin is naturally in a solid state, it is much more difficult to impersonate reinforcing fiber. The resin must be heated to the melting point, and pressure is required to impregnate fibers, and the composite must then be cooled under this pressure. This is complex and far different from traditional thermoset composite manufacturing. Special tooling, technique, and equipment must be used, many of which are expensive. This is the major disadvantage of thermoplastic composites. Advances in thermoset and thermoplastic technology are happening constantly. There is a place and a use for both, and the future of composites does not favor one over the other.

Movie Comparison of Citizen Kane and Schindlers List Essay

Movie Comparison of Citizen Kane and Schindlers List - Essay Example The researcher of this essay contrasts and compares two significant and well-known movies, that are ‘Schindler’s List’ and ‘Citizen Kane’. There are two powerhouse films, that have made their mark as two of the greatest films in the world. The researcher mentiones in the essay that these movies stamped the names of their directors as forces to be reckoned with in their field. ‘Citizen Kane’ was Orson Welles in every essence of that statement. The researcher provides his opinion on the topic and states that plot was very interesting from beginning to end. It is one that makes the audience think and takes them into a journey. Essentially, as good films go the underlying theme centers on man and how you could easily lose grip of reality and how with all the money of the world you could remain unfulfilled. The story plays on the materialistic propensity prevalent in society, even in the 1940s. But what ‘Schindler’s List’ r elentlessly communicated was a far more humanistic tug on a person’s nature. This movie showed human beings at their worst and a man at his best. The emotional story and how Spielberg was able to transform it into heart wrenching film made it memorable and uplifting more than ‘Citizen Kane’ was able to do. The researcher then concluds that two films tackle wealth, power and influence but where one highlights a man’s fall and the subsequent inconsequentiality of his life because of greed, the other showcased how a man was able to save lives with the same virtues and transcend himself into being a person of hope.

Causes, Effects, and Solutions to Global Warming Speech Essay - 9

Causes, Effects, and Solutions to Global Warming Speech - Essay Example There are many causes that contribute to global warming. As scientists say, global warming is attributed to the accumulation of greenhouse gases in the earth’s atmosphere resulting in blanket-like effect (John). The greenhouse gases generally originate from burning fossil fuels like oil, coal, natural gas. In addition, cutting down of trees and burning of forests commonly result in carbon accumulation. Trees purify the air of carbon dioxide, through utilizing it in photosynthesis (Chris). Furthermore, agricultural practices plus certain waste management practices tend to contribute nitrous oxide and methane gas (n.p). Global warming has caused a number of problems to the earth. One of the biggest entails the rise in sea level. With every rise in atmospheric temperatures, results in melting of ice in the Arctic and Antarctica regions contributing to the sea and ocean levels rising. The aftermath of such involves weird phenomenon like floods, typhoons and hurricanes (John). A good example is hurricane Katrina which took thousands of lives and destroyed a number of homesteads. Moreover, the temperature rise in other areas has resulted in the expansion of deserts and contributing to drought in many regions. The climatic conditions required for growth of certain crops have also been disturbed causing a big problem to farmers (John). Global warming can be solved. In minimizing emission of greenhouses can be the first step in curbing it. First of all, discouraging unnecessary deforestation can be a good step. Proper waste disposal or recycling of wastes can minimize emissions of methane plus nitrous oxide. Planting of trees can beneficial in places where deforestation has already taken place (John). In conclusion, global warming is a menace which has to be solved in order to save the earth from its ravaging effects. Human beings have an opportunity to reverse this change and make the world a better place for the future generations.  

Education Reform Essay Example for Free

Education Reform Essay Reform-To change something for the better. That’s exactly what happened in the education reform in the mid 19th century. Now because of the education reform it doesn’t matter your gender or class anybody can go to school. This also refreshed the United States national identity to a better state. The Education Reform made the longest lasting impact on today’s society. Before the mid 19th century many kids couldn’t go to school based on there gender or class. A big motivation for the education reform was that all children should have the opportunity to learn at a high level. After Horace Mann led the education movement over the next couple decades the percentage of American children going to school doubled because now it didn’t matter your class or gender. This is a long lasting effect because the U.S. went from all kids being educated by their parents to every kid in America having to opportunity to have a good education. Now because of the U.S.’s movements such as the Education Reform the U.S.’s national identity changed. Europe and Asia always felt the education is an important system to keep national and cultural unity. Now by having kids going to school by law this improved the U.S.’s national identity for the better and this help our national and cultural unity. Now because of this reform education now a day is very important. Even though the U.S. isn’t quite were some Asian and European countries are with education, but we are a lot better now then we were back in the mid 19th century. Children that were poor in the 19th century before the reform couldn’t get whatever job they wanted to because they didn’t have the right education, they would probably have to get a factory job or something that is minimum wage. But this is not the case today! Now say a child that is poor today, they can still go to school and chase their dream or job that they want. This obviously has a long lasting affect because now any boy or girl can chase their dream job because of the education reform. The education reform has definitely made the longest lasting impact on today. Now all kids have the opportunity to go to school, the U.S.’s national identity has been improved, and now any one can get any job they desire. All  of this was possible because of the education reform!

How to Boat on the Chesapeake :: Expository Process Essays

How to Boat on the Chesapeake An experienced mariner knows that boating can be a very relaxing and rewarding sport that anyone can enjoy. He also knows that there is much more involved in the sport than simply getting into a boat and sailing off on the sun-glistened waters of the Chesapeake Bay. Unfortunately, most people who are new to the sport don' t realize all that is involved in boating, sometimes until it is too late. By taking the time to learn some basic information, picking up some important charts and publications, and buying a valuable marine radio, anyone can enjoy boating safely. Â   The Maryland Department of Natural Resources, U.S. Coast Guard Auxiliary, and U.S. Power Squadron are organizations that offer basic boating safety courses in the Chesapeake Bay area. All three organizations are staffed with experts in boating safely. Classes are available through these groups to anyone who wishes to learn more about boating. The operator of a vessel used for recreation is not required to attend any of these classes, but the U.S. Coast Guard strongly recommends that one of these courses be taken before hitting the water. Information about these classes is available by contacting the U.S. Coast Guard Safe Boating Hotline at (800) 368-5647. Â   Along with taking a boating safety course, all boaters should have the appropriate charts and publications for the area that they wish to use their boat. All charts and publications that are printed for the Chesapeake Bay area are available from most marine dealers or local marinas. A boater should have at least one chart of the area he is operating in, along with a current listing of all buoys and aids to navigation in that vicinity. Again, for information concerning which chart the operator will need, contact the U.S. Coast Guard Safe Boating Hotline. Listings of aids to navigation are published monthly by the U.S. Defense Mapping Agency, and are available to the public at a small cost. The U.S. Coast Guard also issues Notice to Mariner Statements advising of any local changes to the aids every day at 8:00 am and again at 4:00 pm on marine radio channel 22. Â   According to U.S. How to Boat on the Chesapeake :: Expository Process Essays How to Boat on the Chesapeake An experienced mariner knows that boating can be a very relaxing and rewarding sport that anyone can enjoy. He also knows that there is much more involved in the sport than simply getting into a boat and sailing off on the sun-glistened waters of the Chesapeake Bay. Unfortunately, most people who are new to the sport don' t realize all that is involved in boating, sometimes until it is too late. By taking the time to learn some basic information, picking up some important charts and publications, and buying a valuable marine radio, anyone can enjoy boating safely. Â   The Maryland Department of Natural Resources, U.S. Coast Guard Auxiliary, and U.S. Power Squadron are organizations that offer basic boating safety courses in the Chesapeake Bay area. All three organizations are staffed with experts in boating safely. Classes are available through these groups to anyone who wishes to learn more about boating. The operator of a vessel used for recreation is not required to attend any of these classes, but the U.S. Coast Guard strongly recommends that one of these courses be taken before hitting the water. Information about these classes is available by contacting the U.S. Coast Guard Safe Boating Hotline at (800) 368-5647. Â   Along with taking a boating safety course, all boaters should have the appropriate charts and publications for the area that they wish to use their boat. All charts and publications that are printed for the Chesapeake Bay area are available from most marine dealers or local marinas. A boater should have at least one chart of the area he is operating in, along with a current listing of all buoys and aids to navigation in that vicinity. Again, for information concerning which chart the operator will need, contact the U.S. Coast Guard Safe Boating Hotline. Listings of aids to navigation are published monthly by the U.S. Defense Mapping Agency, and are available to the public at a small cost. The U.S. Coast Guard also issues Notice to Mariner Statements advising of any local changes to the aids every day at 8:00 am and again at 4:00 pm on marine radio channel 22. Â   According to U.S.

My First Car

Certain things in life usually form part of an individual memoir. Every one has them and usually one of the first things that is unforgettable or at least should be made memorable is your first car. My first car is not just a first car at that; it has been part of my history. My first car was a Chevrolet Impala 1965, with 2 doors 4 speed metallic blue. The 1965 Chevy impala is a stylish that is many to most people. From its strength, reliability, coupled with fuel efficiency and its powerful performance as a car. When you sample this you would probably begin to understand why most people and I probably rank first in that list scrambles for the Chevy Impala .model. Manufactured by general motors and one of the most successful automobile nameplate in the united, Chevrolet Impala car be described as full-sized built automobile. One of the features that I admired the most about this model was the aspect of fuel economy, like for any other consumer no one wants to buy an automobile that would be consuming more gasoline that you are ready to part with. It is supped with such features as the 3.5l v-6 Flexfuel that would cut down on your expenditure on gasoline and at the same it can run on ethanol or both. The Chevy impala is definitely one of the longest running as well as the best known names both in the underworld and the mainstream motor industry. This model has a dramatic, yet clandestine design. It is a longer and lower impala model with a carved. It is also design with a rounded body style with such features as spit grill in built with argent colored lower valence panels as well as a slim wheel opening trim. I believe there has never been a better model than this from general motors or to be specific from the Chevrolet impala series powered with a 396 cid engine with 425 hp, there was no can first that could match my taste for the kind of powerful performance that I so wanted.   I needed something that would be affordable, fuel efficient, powerful, sporty as well as classy and at the same time provided me with the kind of comfort that would be the envy of my peers.   With its 2 door and the chance to make it a convertible you would wonder why someone would opt for something else. The four speech function makes it almost unbeatable.   Considering my age, I would want something that would put me above my friends.  Ã‚   I would want to always be in front and never to be the one trailing.   The powerful 425 hp and the speech limit of the 1965 Chevy impala model first offers me the best chance to be lease at par on the road with any friends. At my age the last thing I would want to buy and own a master classic something that is respected, with rich history, but at the same time still manages to be impressive in the contemporary society and would still be appealing to most of the people of my generation. The automobile should be something I would want to keep for the rest of my life as souvenir.   With the amount of money that I have saved end I would want to make a real investment. With about $ 15,000 you certainly would think you might not be able to get the best burgains in the market. Any how when I talked to some of my friends and remembered some of the movies that I have watched, there was no better model to buy than the 1965 Chevrolet Impala. Reference: 1965 Chevrolet Impala Super sport. Retrieved on 10/10/2007   

Too Many NGO’s, Not Enough Leaders

Non-profit Organizations in our time, has become the blood of every civil society; providing progressive benefits as well as the necessary aids for marginal groups/sectors of society. It would however be infer by the word â€Å"non-profit† that it literally mean, gaining no profit from a particular NGO. Thus, it would be a common problem for these organizations, the funds for their activities, employees’ salary, and trainings. Overview Non-profit organizations based on the research done by the Bridgespan Group (2006), faced the problem of having none if not too little resources to develop a large pool of highly competitive mangers within their organizations. Same study also indicates that over the next decade, an additional of more than double of today’s managers, will be needed by these organizations. One of the key reasons for this deficit would be the continuously increasing number of NGO’s, the retirement of leaders or the disbanding of a leader to seek greener pasture outside their non-profit organization (Bridgespan, 2006). With this in mind, there is a need to resolve this problem for leadership deficit. This paper aims to give suggestive ideas and proposals on how to address the growing need for leaders in NGO’s. Proposed Answer to the Leadership Deficit Publicity should come first. There’s a lot of ways to advertise your company. With this, you are definitely hitting two birds in one stone. First, through advertising, your endeavor and cause would be known to the public and it would be very beneficial since, major sponsors from your country or abroad would be pouring their support on your company. It would also be a good start to partner with media networks (because media has the fastest access to money). Second, is that, you would be able to attract more and more people and volunteers to work for your organization. The more volunteers you have, the lesser the budget for mobilizing labor pool. Bridgespan (2006), agree that though it may sound paradoxical, the presence of â€Å"funders† strengthen the NGO and its leadership demands through its demands that require to be met. Enhance Compensation for NGO Leaders and Executives Although some would find it their ends to reach their full potential in engaging themselves in â€Å"philanthropic† activities, it would not be denied that even these people has the economic needs, necessary for them and their families to survive. Leaders of the NGO would be much motivated if they think that their efforts and mental investments in the company are well compensated (Bridgestar, 2006). Invest within the people of your organization There is always an objective measure to quantify efficiency. Begin, by pointing out who among the junior employees in your NGO, have the capacity for hard work, mental alertness, loyalty and the necessary qualities such as greater sense of responsibility. Invest in them. Those in their senior years and are about to retire, should worked hands-on with their volunteers and juniors. Try to impart to them the knowledge that you have long held to remain the executive of your organization. Investing in these young people is cheaper and gradual than recruiting from the outside. Whenever, potential leaders are already identified, start by imparting them a higher level executive strategies through training and development. The training strategy should be feasible, cheaper and would instill the value of â€Å"continuity† among the set of leaders. Also, discuss the trend in the leadership deficit to these new potential leaders and asked their opinions and suggestions about it. Provide Intergenerational Discussion By this, it means a link between the senior (baby boomers) and the future junior leaders. A discussion on the aspirations, the rewarding milieu, hindrances to loyalty within an NGO and difficulties among these future leaders, would give an insightful bird’s-eye view on what generation gap means and how to address this hindrance. A good background on the subjects mentioned above would be the basis for creating a better framework for recruitment, training and providing increased compensation and other benefits. Senior leaders should always recognize the difference in technology they have handled before compared to these new junior potential leaders and the importance of giving the latter the right improvement for their creativity, growth and development, and fulfillment as prospective leaders of the company (NCNA, 2007). A greater Plan for the New Batches of Leaders More often than not, being a leader in an NGO neither confines anyone to the four walls of the organization, nor requires anyone to devote his/her life working for the organization. With this, it should not be overlooked, that at a more personal level, leaders tend to have their social activities outside the organization. Forming a girls club, for instance is another role a leader may play. In this manner, NGO’s should male use of this event as an advantage not otherwise. For instance, a party or a training involving their organization may farther contribute to higher employees’ satisfaction and may open venue for new prospective leaders, if not loyal employees of the organization (The Cancer Council, 2007). Given all the proposed alternatives above, NGO should reconsider the strategies that they have employed in their organizations. Above all things, for these company to realize the latter propositions, there is a must to strengthen their instability through increasing their sponsors and funds; with this all other would be a lot easier and faster. References Girls Night In. (2007). The Cancer Council NSW. Retrieved, January 22, 2008 Leadership Matters. (2006). Bridgestar.org. Retrieved, January 23, 2008, from https://www.bridgestar.org/Resources/Newsletters/2006/March2006.aspx Tierney Thomas. (2006). The Non-Profit Sector’s Budget Deficit. The Bridgespan Group. Retrieved, January 22, 2008, from http://www.bridgespangroup.org/PDF/LeadershipDeficitWhitePaper.pdf                           

Romeo and Juliet Act 3 Scene 1 Essays

Romeo and Juliet Act 3 Scene 1 Essays Romeo and Juliet Act 3 Scene 1 Essay Romeo and Juliet Act 3 Scene 1 Essay The play is set in fair Verona in Italy where we find Romeo and Juliet, two star crossd lovers who instantly fall in love and, five days later, end up killing themselves rather than be parted. They are from feuding families and their deaths, in the end, bring the families together.The play fits into the genre of tragedy because it has a very sad ending when both Romeo and Juliet kill themselves. The action only happens over a short space of time but what does happen is shocking and many die in the events that occur. The fact that Romeo and Juliet are from feuding families, yet still fall in love, shows that fate plays an important part in this tragedy.The play seems to have a number of themes, for example love, hate, civil disorder and fate. These themes are important because they all play such an important role in the play.This scene affects the audience as there is a lot of action and this causes an uneasy feeling as we suspect that it will end in death. Up to now there hasnt been a lot of grief in the plot and this is the scene where everything turns around. This is a pivotal moment in the play because when Tybalt kills Mercutio, Romeo becomes so angry, and possibly feels responsible for Mercutios death, and he becomes a different person. Before Tybalt killed Mercutio, Romeo had refused to fight Tybalt as he was married to Juliet and Tybalt was now his family. This would have seemed cowardly to onlookers as he was refusing to fight, and because of this Mercutio fought for him. Once he realised Mercutio was dead he had a new found hate for Tybalt and felt that he needed to do to Tybalt what he did to Mercutio. This scene is similar to Act 1 Scene 1 as this opening violent scene shows the hatred between the two families.Shakespeare uses dramatic devices to create interest and to engage his audience. The audience know that Romeo and Juliet secretly have got married but not all the characters do. This is dramatic irony and makes the audience feel if only, for ex ample if only Romeo had told Tybalt the real reason why he wouldnt fight him, although this may have caused the same reaction, showing that fate is important as it would have happened either way.Shakespeares language is a dramatic device and he uses it to set the scene with the opening words. For now, these hot days, is the mad blood stirring. As the day is very hot people would usually go inside and rest because it is too hot to work. This is in the first line of the scene and Benvolio is trying to get Mercutio to go inside and sleep as he is scared that if the Capulets arrive there will be a fight. You can tell from the dialogue that Mercutio is irritable and is looking for an argument as he is quarrelling with Benvolio who is meant to be his friend. Thou art like one of those fellows when indeed there is no need. Also Mercutio is saying that Benvolio is looking for an argument but is actually in effect describing his own behaviour, Come, come, thou art as hot a Jack and as soon moody to be moved.The previous scene has been very romantic and this scene is a complete contrast to that as it involves fighting and murder, the complete opposite to love.In previous scenes there have been references to the feud between the Montagues and the Capulets, and warnings that the Prince has given about fighting. In this scene we see all of these references joining together and being put into action. The reason why Tybalt seeks Romeo is because he saw him at the Capulet party and wants revenge even thought Lord Capulet told him to leave it. Also there is a fight in the very first scene and the punishment declared by Prince is that if it happened again that it would be on pain of death. So the reference to this scene is that Mercutio and Tybalt both took part in the fight and both died. As Tybalt had murdered Mercutio Romeo murdered Tybalt. Romeo was still punished for murdering Tybalt but Prince does not take his life as he has just carried out what the law commanded.The conflict between Mercutio and Tybalt at first seems to be light hearted and comedic. It seems to the audience as though even though they are fighting nothing could go very wrong. Up until Mercutio dies the fighting is not very meaningful. Still even when Mercutio is wounded it might take the audience a moment to figure it out as he still makes plays on words to make people think he isnt badly hurt. Ay, ay, a scratch, a scratch; marry, tis enough. Ask for me tomorrow, and you shall find me a grave man.But the conflict between Romeo and Tybalt is quite different from with Mercutio as Romeo does not want anything to do with the fight as Tybalt is now his family. This probably would make the audience side more with Romeo in the fight as he is coming from a loving place and he only wants peace. Whereas Tybalt just wants revenge and this makes the audience feel sympathy towards Romeo especially when he has been banished.When Benvolio recounts the story of what has happened I believe he te lls an honest story and that although he is Romeos friend he is not biased. He refers to both Mercutio and Tybalt as stout (meaning brave). As Benvolio is a Montague it is obvious that Lady Capulet will disagree with him as one of her family has been killed. She is very melodramatic about the whole situation and is trying to get as much out of the situation as possible. She believes that Romeo should be killed for Tybalts death and is trying her hardest to get her way.The way this scene is set out creates and builds the tension for the pivotal moment towards the end of it. The beginning is very light hearted although there is a sense that something bad will happen. As the scene builds so does the atmosphere and the tension reaches an uncomfortable height when Mercutio dies. The repetition of the words a plague on both your houses creates an atmosphere of guilt and of anger. The scene then builds to an even higher level of tension but this feeling is slightly different from the first as before it was just a fight but it is Romeos newly entertaind revenge so therefore the feeling isnt just anger it also has a feeling of complete loathing.Overall I feel this scene leads the audience into a false sense of security at the beginning and gets to such a point that there is no turning back and that the audience know at that point that what has been predicted in the prologue will, in fact, become true. The reason why this is such a pivotal scene is because after the death of Mercutio Romeo has such a hatred for Tybalt that he is like a different person. He also may feel some guilt for Mercutios death as it would not have happened if he had not tried to prevent it from happening.Princes speech at the end interests the audience as we do not know until this point that Mercutio is actually related to Prince. He says he will be deaf to pleading and excuses. He sounds as though he is punishing everyone harder than he would normally as Tybalt has killed a member of his family so therefore everyone must take the consequences for his loss. It also seems that he is inconsolable for the death of Mercutio saying he will not listen to excuses and basically saying no-one is going unpunished.I think this is a very well written scene because so much goes on that is substantially relevant to the story. So much action and information has been crammed into one scene and the play just wouldnt function properly as a story if these events didnt take place or took place in a different way.

Qué migrantes deben comprar seguro por Obamacare

Quà © migrantes deben comprar seguro por Obamacare Actualmente, si su empleador no le brinda seguro mà ©dico ni tampoco est protegido por programas como Medicaid o Medicare puede que està © obligado a comprarse un seguro mà ©dico en cumplimiento de la ley que se conoce como Obamacare y, si no lo hace, deber pagar una multa. Obamacare, que tambià ©n se conoce como ACA, por sus siglas en inglà ©s o incluso como PPACA, tiene normas complejas. Y este artà ­culo aspira a explicar claramente quià ©n est obligado a tener seguro mà ©dico con especial mencià ³n a las diversas situaciones migratorias e, incluso, tipos de visa. Tambià ©n cules son las excepciones a esta obligacià ³n, cul es el monto de la multa si no se cumple con la ley y quià ©nes pueden comprar seguro a travà ©s del mercado que que se conoce como Marketplace y, es su caso, obtener subsidios para el pago. En este artà ­culo se explica quià ©nes NO estn obligados a comprar un seguro mà ©dico. Y como todos los dems no incluidos, sà ­ estn obligados a adquirirlo, tambià ©n se explica quià ©n puede tener ayuda econà ³mica para comprarlo y cul es la multa por no tener seguro. Quià ©nes no estn obligados a tener seguro mà ©dico   La forma ms sencilla de saber si se est obligado a tener seguro mà ©dico en Estados Unidos es determinar que no se est en uno de los grupos que pemiten no tenerlo. Y no estn requeridos por ley los siguientes: Ciudadanos y residentes permanentes legales en una de las siguientes situaciones especiales No estn obligadas aquellas personas con ingresos tan bajos que no tienen que llenar las planillas de impuestos (tax returns)Tampoco aquellas que no pueden pagarlo porque el costo del premium del seguro ms barato supera en un ocho por ciento los ingresos del hogar.Tampoco se tiene obligacià ³n si el tiempo sin seguro no excede de tres meses en el conjunto de un aà ±o.  Ni los ciudadanos que residen habitualmente en el extranjero o pasan al menos 330 dà ­as de un total de 12 meses en otro paà ­s. Estos ciudadanos pueden comprar seguros privados de corta duracià ³n cuando se encuentran en Estados Unidos si asà ­ lo desean.Tampoco estn obligados las personas que se encuentran en prisià ³n ni aquellas a las que su religià ³n se lo prohibe.Asimismo,   tampoco aplica a los nativos americanos que pueden obtener cobertura mà ©dica a travà ©s Servicio Mà ©dico Indio o los religiosos cubiertos por Health Care Sharing Ministry.Tampoco estn obligadas las personas con pocos ingresos que podrà ­an ser elegibles para Medicaid segà ºn las reglas establecidas por Obamacare, pero que viven en un estado que ha elegido no extender este beneficio. Por à ºltimo, ciertas situaciones transitorias de dureza pueden servir para calificar para no tener que comprar un seguro mà ©dico, como por ejemplo: declaracià ³n de bancarrota, haber sufrido un desastre natural como huracn o tornado, ser và ­ctima de violencia domà ©stica, estar en una situacià ³n de desamparo y no tener vivienda o, incluso, la muerte de un miembro de la familia.   Todos los ciudadanos y residentes que no estn en ninguna de esas categorà ­as citadas anteriormente deben estar cubiertos por un seguro mà ©dico. Situacià ³n de migrantes indocumentados y Obamacare Segà ºn la ley, las personas sin estatus legal en los Estados Unidos -los migrantes indocumentados- no estn obligadas a comprar un seguro mà ©dico. Ni tampoco tienen que pagar una multa por no tenerlo. Es decir, no les aplica la ley para nada, ni para lo bueno ni para lo malo.    A la hora de aplicar para comprar seguro a travà ©s de Obamacare se verifica el estatus legal del solicitante, siendo necesarios al menos 2 I.D. para acreditar ciudadanà ­a de Estados Unidos o residencia permanente legal. El sistema SAVE es una base de datos federal contra la que se verifican todos los I.D. que se presenten. Especial mencià ³n hay que hacer a los muchachos que aplicaron por la medida que se conoce como Accià ³n Diferida (DACA) y obtuvieron la aprobacià ³n. Se les considera que no estn legalmente presentes en los Estados Unidos y, como consecuencia, no estn obligados a comprar un seguro mà ©dico. Tampoco pueden beneficiarse de ninguna ayuda si deciden comprarlo. Es importante resaltar que todos los indocumentados -con DACA o sin ella- pueden comprar su propio seguro mà ©dico privadamente. Tambià ©n tienen las puertas abiertas en algunas instituciones que atienden sin fin de lucro y en los Centros de Salud Comunitarios y en los Centros de Salud Federalmente Calificados. Tambià ©n hay programas limitados como WIC, para embarazadas, lactantes, bebà ©s e infantes. Adems, algunos estados como California o Nueva York, permiten que tengan acceso a travà ©s de sus sistemas estatales a protecciones limitadas  en asuntos de salud o incluso a travà ©s de programas que aplican en condados concretos. Adems, California est viendo cà ³mo los indocumentados podrà ­an llegar   a beneficiarse de Obamacare, pero por ahora no pueden. Los indocumentados y los muchachos con DACA deben tener mucho cuidado con fiscalistas inescrupulosos que aseguran que tienen que pagar una multa por no tener seguro mà ©dico y se quedan con ese dinero. Porque, como ya se dijo ms arriba, ni tienen obligacià ³n de comprar seguro ni tienen que pagar si no lo tienen. Turistas en Estados Unidos y Obamacare Los extranjeros que se encuentran en los Estados Unidos por turismo no estn obligados a tener seguro mà ©dico. Sin embargo, es altamente recomendable que adquieran uno antes de viajar por las cifras astronà ³micas que puede alcanzar una simple consulta mà ©dica o una hospitalizacià ³n para un procedimiento sencillo debido a una urgencia. Adems, llamar la atencià ³n sobre las posibles consecuencias negativas de tener un bebà © en Estados Unidos con estatus de turista si no se paga completamente la factura de la hospitalizacià ³n. Por à ºltimo, las personas extranjeras residentes en otros paà ­ses que desean recibir tratamiento sanitario en Estados Unidos deben pagar por el mismo o mostrar un seguro mà ©dico que cubra por los gastos. Recordar que el riesgo de convertirse en una carga pà ºblica es una de las muchas causas de negacià ³n y/o cancelacià ³n de la visa americana. Visas de estudiantes y de intercambio y seguro mà ©dico Para los efectos de Obamacare, los estudiantes y participantes en programas de intercambio no son consideradas residentes legales temporales. Lo siguiente afecta a los extranjeros presentes en Estados Unidos con visas F, M, J, Q y sus dependientes.   Los estudiantes (F, M, Q) estn exentos de tener seguro mà ©dico durante los primeros cinco aà ±os de su estadà ­a en Estados Unidos. A partir de esa fecha debern iniciar trmites para que los consideren no residentes y probar fuertes lazos con su paà ­s para evitar tener la obligacià ³n de comprar seguro mà ©dico. Los titulares de visas J de intercambio, tienen una exencià ³n durante los dos primeros aà ±os de su estancia.   Obviamente, el sentido comà ºn indica que lo prudente es tener un seguro mà ©dico. Se puede comprar privadamente y, adems en el caso de los estudiantes, en muchas ocasiones se puede adquirir a travà ©s de las propias universidades. En total se estima que un total de 24 millones de personas que residen habitualmente en los Estados Unidos no tienen la obligacià ³n de tener seguro mà ©dico. Casos especiales En primer lugar, las personas menores de 26 aà ±os pueden estar incluidas en el seguro mà ©dico de cualquiera de sus padres. En segundo lugar a las personas con visas H-1 para profesionales y modelos  y L-1 de transfer entre empresas  se  les considera a estos efectos como residentes temporales y deben tener cobertura mà ©dica. Si trabajan en un lugar con ms de 50 empleados lo obtendrn por ley a travà ©s de la empresa pero si es ms pequeà ±a depender de la polà ­tica de la empresa. Si à ©sta no lo da, pueden obtenerlo a travà ©s del marketplace o comprar uno directamente con una aseguradora para sà ­ y sus dependientes (H-4).  ¿Cà ³mo se hace para obtener un seguro mà ©dico en Estados Unidos? Si no se est en ninguna de las categorà ­as mencionadas anteriormente y que dan derecho a estar exentos de la obligacià ³n de tener un seguro mà ©dico entonces hay que conseguir uno. Lo cierto es que en Estados Unidos la gran mayorà ­a de personas con esta obligacià ³n - tres de cada cinco- lo obtienen a travà ©s de las empresas para las que trabajan.  Y otro 12 por ciento resuelve la situacià ³n a travà ©s de programas pà ºblicos como Medicaid, Medicare, CHIP, el Sistema de Veteranos, u otros como COBRA (desempleados que cumplen ciertos requisitos) o TRICARE (militares). Para el resto caben dos alternativas para cumplir con la ley. Primero, contratar un seguro privado por su cuenta o, segundo, acudir a lo que se conoce como el Health Insurance Marketplace.  ¿Quà © es el Marketplace para la compra de seguro mà ©dico? El Marketplace un mercado en internet donde se da la opcià ³n de comparar y comprar el seguro mà ©dico que ms se ajuste a las necesidades del comprador. Tambià ©n se conoce en inglà ©s con el nombre de exchanges. Los seguros varà ­an enormemente segà ºn lo que se paga, las coberturas que se acuerdan, la aseguradora, el estado en el que se reside, si se elige un PPO o un HMO, etc.  ¿Quià ©nes pueden comprar seguro mà ©dico en el marketplace? Todas las personas en una de las siguientes categorà ­as que no tienen seguro mà ©dico porque no se lo da la empresa, ni estn cubiertos por asistencias pà ºblicas como Medicare, CHIP o Medicaid ni han contratado uno directamente con una aseguradora. El seguro en el marketplace se puede comprar para sà ­ mismo y para las personas dependientes, como por ejemplo los hijos menores de 26 aà ±os. Ciudadanos o nacionales de los Estados Unidos. No importa el caminio por el cul se adquirià ³ la ciudadanà ­a.Todos los   extranjeros presentes en Estados Unidos que califiquen, esto es:   Residentes permanentes legales.Extranjeros en el proceso de ajuste de estatusAsilados y refugiados. Los primeros sà ³lo si ya tienen aprobado el permiso de trabajo (EAD) o son menores de 14 aà ±os y llevan de espera en su aplicacià ³n ms de 180 dà ­as.Cubanos y haitianos que ingresaron al paà ­s por reglas especà ­ficas que aplican sà ³lo a ellos. Y cualquier persona a la que se le haya concedido un parole en una frontera (puerto, aeropuerto o paso terrestre).Las personas a las que se le concedià ³ con anterioridad a 1980 un ingreso condicional.Las personas buscando legalizacià ³n en base a maltrato y sus cà ³nyuges, hijos, padres o madres.Las và ­ctimas de trfico humano, sus cà ³nyuges, hijos solteros menores de 21 aà ±os, padres, madres y hermanos.Los migrantes que gozan de un TPS.Los extranjeros con visas temporeras de trabajo, como por ejemplo las H-1B, las H-2A y las H-2B y otros comprendidos dentro de la clasificacià ³n de residentes legales temporales, como por e jemplo, los periodistas con visa I, los religiosos con una R, los prometidos (novios) de ciudadanos americanos con una K-1, los inversores (EB-5, E-2), oficiales de gobiernos extranjeros, los estudiantes, trabajadores de la OTAN, personas con visas de intercambio J-1 o trabajadores en situacià ³n de transfer dentro de sus empresas (L-1). Por regla general, tambià ©n se incluye a sus cà ³nyuges e hijos solteros menores de 21 aà ±os.   Los extranjeros a los que se les ha concedido una suspensià ³n de la deportacià ³n (withholding of deportation/removal) o una suspensià ³n administrativa de la expulsià ³n (staying removal)Los muchachos a los que se les ha concedido el Estatus de Inmigrante Especial Juvenil.Las personas favorecidas por una orden presidencial que pospone su salida obligatoria de los Estados Unidos, lo que se conoce como DED o Deferred Enforced Departure y que en la actualidad sà ³lo aplica a ciudadanos de Liberia.Los residentes de la Samoa AmericanaLos ciudadanos de Micronesia, las islas Marshall o PalauLos miembros de una tribu nativa reconocida federalmente  Los nativos americanos (first nations) nacidos en Canad y que viven en los Estados Unidos. En el caso de familias mixtas con miembros legales y otros indocumentados, se puede aplicar para las personas que tienen estatus. No se preguntar por las circunstancias migratorias del resto. Y, si califican, los miembros legales pueden beneficiarse de subsidios.  ¿Quià ©n tiene derecho a descuentos de seguro mà ©dico a travà ©s del Marketplace? Muchas de las personas autorizadas a comprar seguro mà ©dico a travà ©s de este sistema podrà ­an tener derecho a dos clases de subsidios: Fiscales (tax subsidies), para los que ingresan menos del 400 por ciento de lo que est establecido como là ­nea de la pobreza. Esto viene a ser aproximadamente $46,000 para las personas que viven ellas solas y ms para las familias.De pago (cost-sharing), para ayudar a pagar por copagos, deducibles, primas, etc y que beneficia a las personas que ingresan en un aà ±o menos del 250 por ciento de lo que est establecido como umbral o linea de la pobreza.  ¿Cundo se puede comprar en el Marketplace? Las pequeà ±as empresas tienen el marketplace abierto sin là ­mite de fechas para incorporar a trabajadores. Adems, si se ha cambiado recientemente de estatus migratorio se podrà ­a calificar para un tiempo especial para enrolarse.  ¿Cul es el castigo por no tener seguro mà ©dico cuando se tiene obligacià ³n de tenerlo? En el 2017  el importe a pagar en concepto de multa ser la cantidad ms grande de entre estas dos: $695 dà ³lares por persona, cantidad que se ajustar segà ºn la inflacià ³n,  con un tope mximo de tres por familia, si bien el importe a pagar por un nià ±o menor de 18 aà ±os es de $347.50.el 2.5 de los ingresos de la renta imponible.  ¿Cà ³mo cobra el gobierno esa multa? Automticamente en cuando se hace el clculo de lo que toca a pagar (o a regresar) al llenar las planillas de los impuestos federales. Para cobrar el multa en su totalidad el gobierno puede incluso no regresar lo que toque a devolver por varios aà ±os, hasta que la deuda se paga completamente. Para mayor informacià ³n sobre Obamacare Se puede marcar al telà ©fono gratuito 1-800-318-2596 o consultar la pgina oficial de Cuidado de Salud del gobierno de los Estados Unidos. Este es un artà ­culo informativo. No es asesorà ­a legal

Special Interest Story Essay Example | Topics and Well Written Essays - 1000 words

Special Interest Story - Essay Example ct also bears the name ObamaCare 2010, and it is an implemented health care policy that looks forward to drive the American health care system into the public sphere. This means that the former system of private the health care system transforms towards a public system under the drive of the government. At this point the government will bear the obligation of running and financing the entire health care system. This Health Care policy became law on March 2010 through president Obama’s approval. The introduction of this Act has triggered vast debates form analysts who differ in positive and positive effects that will be inflicted by the Act to the people of US and to the country’s economy (ObamaCare Facts 1). Among the pros exhibited by the Act is that it will positively improve the lives of American citizens by granting affordable health care services to people who previously lacked the privilege of affording medical care due to their low social status. The Act will also initiate laws that ensure adult children of ages up to 26 acquire affordable Medicare services under their parents’ policies (Cannon 1). Moreover, the Act enhances improvements in care delivery and payment system by ensuring that each American citizen possesses a medical insurance. The Act will also foresee that the government monitors medical insurance companies; thus, ensuring that patients with pre-existing conditions do not undergo oppression from insurers who force them to pay high premiums (Cannon 1). In addition, women will acquire the most privilege because the Act allows them to access free health care services and visits from social health care workers. Prior to the fore-mentioned advantages, other analysts seem to disagree with the presented facts that greatly benefits the American citizens irrespective of their social status. These opposing analysts argue that in order for the government to acquire the money that will insure billions of Americans, it will inflict new taxes to