To what extent did the Cold War play a role in the 1950s in catalyzing the Iranian revolution in 1979

To what extent did the Cold War play a role in the 1950s in catalyzing the Iranian revolution in 1979 Introduction The cold war is a historical event that took place between1945 to 1960. This is a period where there was an intense conflict between the nations in the Soviet Union (communist nations) and the democratic nations (for example, United States of America). The war is perceived to have started because the democratic nations and the communist’s nations had two different systems of government and neither of the two governments could compromise theirs to follow another (Gasiorowski 1998, 6).Advertising We will write a custom research paper sample on To what extent did the Cold War play a role in the 1950s in catalyzing the Iranian revolution in 1979? specifically for you for only $16.05 $11/page Learn More Other factors that contributed to the war include; economic indifference where U.S wanted the world to practice free trade while the Soviet union wanted nothing to do with international trade, the power rivalry where each of the nations wanted to dominate the other, another cause of the war was that the Russians, a member of the Soviet Union had extended Its influence to Europe which displeased many politicians in the united states advocating for the resistance against Russian expansion. It was then in 1947 when the United States secretary of state, George Marshall announced that the United States would aid in the regaining of a well economic trend in the world but laid conditions that implied the European countries that were to get their aid from U.S would have to disclose their economic records to the united states a move that the Soviet union regarded as intrusion of states affair. Together with many other factors the Soviet Union declined U.S offer but America, Britain and other nations got together to form the military alliances that resulted to the cold war. When it came to Middle East, the Americans and British had their own reason to not favor the influence of the Russian spreading across the region. Britain and t he United States had certain interests on the Iranian soil including the oilfields. To prevent Iran from falling into the hands of the USSR and to recover the oil company, the British and Americans responded by helping in the coup. The Iranian coup de tat of 1953 set the stage for this Islamic revolution that would come twenty six years later. When the weak Mosaddeq’s government nationalized a British oil company, Afterwards in 1979, the virulent anti American Islamic regime ousted the Shah, who was an American sympathizer. It is thus practical enough to hypothesize that the coup, brought about by the cold war (Amuzegar 1991, 28; Curtis 2007). Iranian revolution is also called the Islamic revolution. It can also be referred to as the 1979 revolution. 1979 is the year which the Iranian monarch was ended by the emergence of the Islamic Republic. This phenomenon was preceded by demonstration against the monarch in the year 1978 (Ruud 2008, 454).Advertising Looking for re search paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main difference with this revolution and other world revolutions was that this revolution was not caused by normal factors like the under privileged classes opposing oppression from the elite class of people nor was it because of issues of inequality, but it was seen different from other revolutions experienced there before in countries like France and the US. This revolution was supported by the whole society from the rich to the poor all these people revolted against their own state governance (Iran Chamber Society, 2010). Despite this lack of customary causes, the revolution resulted into rigorous changes within a short time. It was a massive and popular revolution that ended up toppling the system of monarch led by Shah Mohammad Reza Pahlavi. Thus, the revolution oversaw the replacement of the modernizing monarch by a theocracy. It is therefore believed that the cold war was a recipe for the Islamic revolution. Summary of the evidence This study tries to explain how the major superpowers who were once allies during the Second World War influenced the emergence of the Iranian revolution. As a matter of fact, the end of the Second World War was a precursor to the beginning of the cold war. As already stated, Cold War started as a result of hostile relationships between the United States of America and the former USSR. The conflict arose due to issues related to sharing the plunder of the Second World War. Since Iran was one of the victims of the plunder, the United States wanted to avoid the fall of Iran into Russia’s hands. The U.S. and Britain strengthened their interests in Iranian oil by overthrowing the democratically elected civil government and helping an American friendly government seize control of Iran. By doing this, Americans were trying to spread their influence into Iranian soil thereby blocking the USSR influence (Nayeri Nasab 2006, 7). However, more than two decades after, the Iranian government faced strong rebellion because of its monarch system and the anti-American movements, in 1979; the same government of the Shah was overthrown by the Iranian revolution that oversaw the reinstatement of a religious system of governance that persists up to date (Houghton 2001, 74). The Iranian coup de tat of 1953 The Americans and the British joined in the cold war in order to have control over the Iranians oil, because at the set time the Russians were gaining control over Iranian oil fields (Gottfried 2003, 18). Mosaddeq and his colleagues wanted to attain a complete oil independence to establish a lasting democratic government in Iran. This objective was obliterated by the 1953 coup de tat that was carried out by a combination of domestic and foreign forces. The 1953 coup marked the first important turning point in post war Iranian history (Gasiorowski Byrne 2004, 11).Advertising We will write a custom research paper sample on To what extent did the Cold War play a role in the 1950s in catalyzing the Iranian revolution in 1979? specifically for you for only $16.05 $11/page Learn More After Iranian Prime minister, Mohammad Mossadegh, was ousted from office, Shah Pahlavi assumed his position. Shah Pahlavi was actively involved in the coup of 1953. He was a pro-American figure who received a lot of support from the United States in return. After the Iranian coup, he began projects that aimed at westernizing Iran in all sectors including academic institutions. The shah wanted the universities to follow after the highly esteemed United States universities. The 1960’s saw the adoption import substitution industrialization approach to development. Enormous efforts were being made to industrialize Iran by building factories to ensure that goods no longer had to be imported to Iran. Thus, he wanted the goods to be produced within its borders (Wagner, H. 46) . As a result, there were several huge construction projects that were launched in Tehran. Roads, dams, railways, airports and hospitals were built because of this initiative. Oil output also increased, thereby guaranteeing greater revenue for Iran. To expound on the success of the Shah’s ambitious project, Iran was able to rise from the smallest oil producing and exporting country in 1960, during the formation of OPEC, to one of the largest in 1967. The shah saw Iran’s oil as a way for the country to change the global political dynamics (Hogan 1992, 153; Kinzer 2008, 59). His strength of leadership was obliterated after the Islamic revolution that oversaw his downfall. Evaluation of sources During the research of the study, a number of reference books were used including other reference material like the periodicals in the internet, and journals about Iranians Revolution among others. Specifically, from an online periodical titled â€Å"MacroHistory and world report: The Iranian revolution† the author has cited the precise happenings dates as to why and how the revolution took place in Iran. The article has elaborated profoundly the happenings before up to the time the revolution was said to have taken place at a point the author states, â€Å"After returning to power in 1954, the shah launched an effort to modernize Iran economically and socially. He was seeking to balance his increase in power with changes, which would be favored by the normal Iran people.† Another reference material used was the Encyclopedia of the Cold War, Volume 1 that clearly brings out the facts about Iranian revolution. The book is written in simple English that as a reader I was able to understand it very well. It defines the historic times events between 1945 and 1991 when the United States was in collusion with a group of nations that dominated world politics the USSR.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More From this reading, discussions of how states joined together to act against the other in way to show who was more superior are clearly brought out it also examines how nations continuous anxiety arose, widened and eventually calmed down. The author of the book is keen to note the time line of each occurring event: â€Å"The 1960s and 1970s saw significant rise in the observance of religion in part as a reaction to Shah’s reforms whish directly targeted the clergy and the core supporters† (Wagner 2010, 53). He also examines the military (CIA) efforts that contributed to the success of the coup that heard planned on including the diplomatic help from states that saw Iran not falling into Russians’ hands together with the evolution of the political arrears in Iran not forgetting its impact to the people of Iran. Using a geopolitical style of writing, the author is able to capture the readers attention to try and help the reader get to know the perspective of all th e nations that participated in the cold war. From the two sources it is clear that as a researcher, is well equipped to analyze whether the Cold War had any impact to the revolution of Iran. The accounts produced were meaning full to the coming up with the study above. Without the referencing over the accounts mentioned in the study, the events would be seen as unclear occurrences that leaves a reader having doubts as to whether the events that have been mentioned are true or just a story has been made up (Macrohistory and world report, 2011). Analysis When doing the research going through the historical context is quite important as the researcher gathers information and facts necessary to support the research question. When using a historical context, one needs to note the precise dates to establish the sequence of events instead of having vague dates. Knowing the historical background of an event from a historical context makes it easier to analyze the event thoroughly and more a ccurately. Hence, by considering historical context during a study it means there is essential balanced view to critically analyze the event or happening since there is enough evidence to prove it’s a true happening and the information present is usually needed for its restoration. The analysis of a historical context forms the base of the study conducted. Conclusion The cold war between Russia, the United States and Britain, and the Mosaddeq government played a major role in the onset of the 1953 Iranian coup that led to the subsequent downfall of the Shah Pahlavi’s government and the revolution of Iran came to birth. Pahlavi was a pro-American figure who had good diplomatic relationship with the United States. As a result the United States through the CIA helped the Shah oust Mosaddeq from the prime minister’s position through an organized institutional coup. The main reason for this action was because Mosaddeq’s government had nationalized British prop erty. Mosaddeq’s government was also weak and the U.S. and Britain feared that Iran would fall into Russia’s hands. Shah Pahlavi succeeded in the coup and engaged in major infrastructural and economic developments. However, not every Iranian citizen benefited from his projects. Consequently, students started demonstrating thereby paving way for stronger anti-Shah campaigns. The Americans overlooked the strength of these anti-Shah protests. Mainly who were the conservative Shiite Muslims who wanted their nation to be governed using Islamic Law. This led to the Islamic revolution that oversaw the ousting of the Shah in 1979. The revolution in 1979 had been supported for by practically every person in the Iranian society. Though during that time there were conflicts within some Muslims groups to mention: Islamic tendencies that included Islamists, Marxist-Islamic and democratic-Islamic and Marxist-Leninist tendencies that included fada’I, Tudeh, Maoist, and others this conflict was seen not to be major as compared to the Shahs rule that they wanted to over through. These groups did not let their conflicts deter them from overthrowing Shahs governance. Instead, they united together in efforts to bring down the Shahs governance and overthrowing the state. Although there were several Muslims who were of no particular tendencies, they were also said to participate in the overthrowing of Shahs governance in Iran. These people were regarded as the modern middleclass people who single solidly objected the removal of shah but were threatened to be accused of treason if they didn’t join the rest of their Muslim brothers in removing Shah from power. References Amuzegar, J., 1991. The Dynamics of the Iranian Revolution: The Pahlavis’ Triumph And Tragedy. New York: State University of New York Press. Curtis, M., 2007. The Coup in Iran, 1953. WordPress. Available through: http://markcurtis.wordpress.com/2007/02/12/the-coup-in-iran-1953/ . Ga siorowski, M. Byrne, M., 2004. Mohammad Mosaddeo and the 1953 Coup in Iran. Syracuse: Syracuse University Press. Gasiorowski, M., 1998. The 1953 coup de tat in Iran. Department of political sciences, Louisiana State University. Available through: http://iran.sa.utoronto.ca/coup/web_files/markcoup.html . Gottfried, T., 2003. The cold war: the rise and fall of the Soviet Union. Brookfield, Connecticut: Twenty first century books. Hogan, M., 1992. The End of the Cold War: Its Meaning and Implications. Cambridge: Cambridge University Press. Houghton, D., 2001. US Foreign Policy and the Iranian Hostage Crisis. Cambridge: Cambridge University Press. Iran Chamber Society, 2010. A Short Account of 1953 Coup. Iran Chamber Society. Available through iranchamber.com/history/coup53/coup53p3.php . Kinzer, S. 2008. All the Shah’s Men: an American Coup and the Roots of Middle East Terror. New Jersey: John Wiley Sons. Macrohistory and world report, 2011. The Iranian revolution. Macrohistor y and world report. Available through: fsmitha.com . Nayeri, K. Nasab, A., 2006. The Rise and fall of the 1979 Iranian Revolution: Its Lessons for Today. Google Documents. Available through: https://docs.google.com/viewer?a=vq=cache:nMpiJqS5On0J:bibliotecavirtual.clacso.org.ar/ar/libros/cuba/if/marx/documentos/22/The%2520rise%2520and%2520fall%2520of%2520the%25201979.pdf+Nayeri,+Kamran+%26+Nasab,+Alireza.+The+rise+and+fall+of+the+1979+Iranian+revolution:+its+lessons+for+today.+March+31,+2006hl=engl=kepid=blsrcid=ADGEESio-Q0ParYr79ilCh68C71tLmuyCSiDi8Vc3Ffyuze0ofy6zhyVU-kT42UDEdrUQXSa7q-n_TOehoQdoGXZ0d4NCeEvfTa6sUwYGQg6GDVg8tU3olW7y2KctzJQ6GKV6Z2vpvk3sig=AHIEtbTqSpYaZaCfMwkKbRtJNuWcM2dk6Q . Ruud van D., 2008. Encyclopedia of the Cold War, volume 1. Philadelphia, PA: Tailor Francis. Wagner, H., 2010. The Iranian Revolution. New York: Infobase Publishing.

Dónde tomar clases gratis para el examen de ciudadanía

Dà ³nde tomar clases gratis para el examen de ciudadanà ­a Los residentes permanentes legales pueden tomar clases gratis con numerosas organizaciones para estudiar los exmenes de inglà ©s y de conocimientos histà ³ricos y cà ­vicos, los cuales forman parte de los requisitos para adquirir la ciudadanà ­a estadounidense por el trmite de la  naturalizacià ³n. En este artà ­culo se listan 40 organizaciones - y sus respectivos nà ºmeros telefà ³nicos- ubicadas en los 12  estados con mayor poblacià ³n latina que brindan gratuitamente clases para la ciudadanà ­a. Adems, muchas de ellas tambià ©n ayudan para completar el formulario N-400, con el cual se inicia la tramitacià ³n de la solicitud de la naturalizacià ³n.   Los migrantes que residen en otros estados encontrarn, al final de este artà ­culo, un telà ©fono al que pueden marcar desde cualquier parte de Estados Unidos para solicitar informacià ³n sobre organizaciones locales que prestan este servicio. Finalmente, antes de presentar este documento se recomienda a todos los residentes permanentes verificar si califican para no pagar la tarifa correspondiente que, en la actualidad, es de $725, incluidos los $85 de la toma de los datos biomà ©tricos.  ¿Donde tomar clases gratis para examen de ciudadanà ­a? Todas las organizaciones que se listan a continuacià ³n forman parte de la campaà ±a para Nuevos Ciudadanos Americanos, liderada  por el Immigrant Legal Resource Center y del que forman parte asociaciones sin fines de lucro, fundaciones, organizaciones religiosas y despachos de abogados. Las organizaciones religiosas en este listado atienden a todos los migrantes;  es decir, no es necesario practicar su religià ³n para recibir este tipo de ayuda. Arizona International Rescue Committee. Tel: 602-433-2440Chicanos por la Causa. Tel: 602-257-0700. E-mail: infocplc.orgPromise ArizonaFriendly House. Tel: 602-416-7210. E-mail: evelynsfriendlyhouse.org, a la atencià ³n de Evelyn SenzCampesinos sin Frontera. Tel: 928-627-5995. En el condado de Yuma California Immigrant Legal Resource Center en el rea de Central Valley. Tel: 415-255-9499NALEO Educational Fund en la zona de Los AngelesInstituto Internacional del Area de la Bahà ­a, en zona de San Francisco. Tel. 415-538-8100 ext. 206Public Law Center, en el rea del condado de Orange. Tel: 714-541-1010Ready Now San Diego, en el rea de San Diego. Tel: 619-363-3423Services Immigrant Rights Educational Services, zona de Sillicon Valley. Tel: 408-453-3017 Carolina del Norte Carolina Refugee Resettlement Program. Tel: 704-535-8803  Insteep. Tel: 919-680-8000. Email: infoinstepp.orgLa Coalicià ³n. Tel: 888-839-8682. Cobra una pequeà ±a tarifa. Colorado Puede contactar a Colorado Immigrants Rights Coalition en: Denver.  Tel: 303-922-2244Montrose. Tel:970-249-4115 Florida Brevard Hispanic Center. Tel: 321-802-9516. Zona de Palm BayCatholic Legal Services. Tel: 305-372-1073 (Downtown Miami) y 305-887-8333 (Doral)Hispanic Services Council. Tel: 813-936-7700. TampaJustice Shall Be for All. Tel: 407-556-5955. Email: infojusticeshallbeforall.org. KissimmeeRedlands Christian Migrant Association. Tel: 800-282-6540. Area de Immokalee Georgia Catholic Charities of Atlanta. Tel: 770-790-3104GALEO. Tel: 885-54GALEOLatin American Association. Tel: 404-638-1800 (Atlanta), 404-702-0271 (Athens), 678-205-1018 (Lawrenceville)New American Pathways. Tel: 404-299-6099. Afiliada con el Church World Service and Episcopal Migration Ministries.Oficina del alcalde de Atlanta para Asuntos Migratorios. Email: welcomingatlantaatlantaga.gov Illinois Esperanza Legal Assistant Center. Tel: 309-732-0047Hispanic American Community Education and Services. Tel: 847-244-0300. Email: infohaces.orgIllinois Coalition for Immigrant and Refugee Rights. Tel: 855-435-7693 Nueva York Catholic Migration Services. Tel: 728-236-3000 (Brooklyn), 347-472-3500 (Queens)CUNY Citizenship Now. Tel: 646-664-9400Dominicanos USA. Tel: 718-665-0400. Email: contactdominicanosusa.orgMake the Road New York. Tel: 718-418-7690Northern Manhattan Coalition for Immigrant Rights. Tel: 212-781-0355Oficina del Alcalde de Nueva York para Asuntos Migratorios. Tel: 212-788-7654Oficina del Estado de Nueva York para Nuevos Americanos. Tel: 1-800-566-7636 Nueva Jersey Make the Road New Jersey. Tel: 908-768-4991 Nuevo Mà ©xico New Mexico State University. Tel: 575-234-9280 (Carlsbad)Catholic Charities brinda ayuda a bajo costo en 2010 Bridge SW (Albuquerque) y en 1234 San Felipe Ave (Santa Fe) Texas American Gateways. Tel: 512-478-046, ext. 200 (Austin), 210-521-4768, ext. 232/233 (San Antonio), y 512-387-2650 (Waco)Catholic Charities of Dallas. Tel: 214-634-7182Catholic Charities of Galveston and Houston. Tel: 713-526-4611Proyecto Inmigrante. Tel: 888-793-2182. Oficinas en Dallas, Fort Worth y Wichita Falls Washington Colectiva Legal del Pueblo. Tel: 206-931-1514. Email: infocolectivalegal.orgOficina de Seattle para Inmigrantes y Refugiados. Tel: 202-727-8515.One America. Realizan Dà ­as de la Ciudadanà ­a por todo el estado. Adems, desde todos los estados se puede marcar a la Asociacià ³n Nacional de Oficiales Latinos Electos  (NALEO, por sus siglas en inglà ©s) al 888-839-8682. Esta là ­nea se atiende en inglà ©s y en espaà ±ol y se ofrece informacià ³n sobre otros centros cercanos adonde se puede acudir para solicitar ayuda en la preparacià ³n de los exmenes de inglà ©s, historia y conocimientos cà ­vicos para sacar la ciudadanà ­a estadounidense por naturalizacià ³n. Recursos en là ­nea para preparar el examen para la ciudadanà ­a Los residentes permanentes que consideren que es suficiente si estudian por sà ­ mismos, pueden practicar el examen en la pgina de la organizacià ³n Citizenship Works o en la pgina de UScitizenshipsupport.com. En ambas pginas se informa sobre las 100 preguntas de conocimientos cà ­vicos e historia que pueden ser preguntadas y tambià ©n se brindan tips memorà ­sticas para facilitar recordar las respuestas correctas el dà ­a del examen. Tambià ©n se ofrece informacià ³n prctica sobre quà © esperar el dà ­a de la entrevista y examen. Asimismo, en la pgina del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) se brinda material para practicar el examen cà ­vico y el de inglà ©s. Es de interà ©s verificar siempre esta pgina porque actualiza posibles cambios a las preguntas. Por ejemplo, los nombres del presidente, vicepresidente,  partido en el gobierno y representantes locales ante el Congreso. Informacià ³n prctica sobre el examen para ciudadanà ­a por naturalizacià ³n Como regla general, actualmente la cita para presentarse al examen de inglà ©s y conocimientos histà ³ricos y cà ­vicos tiene lugar entre 6 y 8 meses despuà ©s de la presentacià ³n de los papeles. El examen, salvo casos excepcionales por edad o enfermedad o discapacidad, deber rendirse siempre y en inglà ©s. El mismo dà ­a tiene lugar la entrevista.   Si el migrante reprueba el examen, deber repetirlo. USCIS enviar una carta con una nueva cita entre 60 y 90 dà ­as despuà ©s.  Si de nuevo reprueba, la peticià ³n de naturalizacià ³n se negar y se deber iniciar desde cero un nuevo proceso de naturalizacià ³n y pagar una nueva tarifa. Por el contrario, si el migrante pasa el examen y la entrevista, como regla general jurar como ciudadano estadounidense entre 1 y 4 semanas despuà ©s de haber aprobado dicho examen. Es recomendable no viajar fuera de Estados Unidos desde la fecha en la que se aprueba el examen y la de juramentacià ³n y, si se hace, que sea por un corto periodo de tiempo. Finalmente, a la hora de adquirir la nacionalidad americana es  importante conocer las ventajas y derechos que se adquieren con esta ciudadanà ­a. Uno de los beneficios no muy conocido es que en promedio los ciudadanos ganan a lo largo de su vida laboral un 11 por ciento ms que los residentes permanentes legales.   Tambià ©n se puede votar en elecciones federales. Para ejercer el derecho al voto es necesario registrarse previamente segà ºn las leyes del estado en el que se reside. Puntos Clave: clases gratis para la ciudadanà ­a por naturalizacià ³n. Los residentes permanentes legales pueden nacionalizarse y adquirir la ciudadanà ­a  estadounidense mediante el trmite de la naturalizacià ³n.Los exmenes de inglà ©s leà ­do y escrito y de conocimientos histà ³ricos y cà ­vicos es parte del trmite de naturalizacià ³n.Numerosas organizaciones brindan clases gratis para ayudar a los migrantes a aprobar dichos  exmenes.NALEO Educational Fund es la coordinara nacional de muchas de  esas organizaciones a travà ©s de la Campaà ±a Citizenship Works. Este es un artà ­culo informativo. No es asesorà ­a legal.

Spiritual and Cultural Considerations in Primary Care Assignment

Spiritual and Cultural Considerations in Primary Care - Assignment Example Similar with the Asian American culture, Hispanic American also believe that health can be attained by maintaining balance between the hot and cold and the wet and dry forces. Illness results when God punished Hispanic Americans for their sin, when feeling of susto (fright) occur, when someone throws a mal ojo (evil eye), and envidia (envy)(De Laune, 2006, p. 394). Hispanic Americans used Spanish or Portuguese and other dialects in communication process. They are verbally expressive and used dramatic body language to express emotions and pain. However, Hispanic Americans view direct confrontation and expression of negative feelings as disrespectful. When communicating with a Hispanic American, one can observe the comfort in close proximity, overly tactile communication such as frequent handshakes and enbrace, and the value Hispanic Americans have for the presence of others. Hispanic Americans value modesty and politeness in speaking and are presently oriented. However, time for Hispa nic American is flexible. The role of the family in the primary care might be used in dealing with Hispanic Americans as they prioritize first the need of the families before the individual needs. Nuclear family is the basic unit but highly regarded extended family. Gender roles are also evident in the Hispanic American culture and man performs the role of decision maker and breadwinner while the woman is the home maker and care taker. Review of Literature Healthcare Concerns and Beliefs Health care concerns and beliefs of many Hispanics have affected the predisposing diseases of their race and access to the use of health services. Hispanic diet, lack of health insurance, transportation, culture, and linguistic are some of the identified concerns of most researchers among Hispanics that needs to be addressed. Hispanic dietary preferences differ from other culture. Existing research suggests that Hispanic diet has greater percentage of carbohydrates, protein, and fiber, and lower percentage of total and satura ted fat (Loria, Bush, Carroll, Looker, McDowell, Johnson, &Sempos, 1995, n.p.).Thus, Hispanics are more apt to meet the cholesterol education program. However, majority of the Hispanics suffer from obesity which is one of the most important health problems they are facing today. Aside from dietary preferences, Hispanics also lack sufficient access to health services particularly because of financial, structural, and personal barriers. Lack of health insurance and low income among Hispanics constitute the financial barriers. Structural barriers include proximity and transportation to the health providers and personal barriers include cultural and linguistic factors. In addition, Hispanics are less likely to consult a primary care’s advice primarily because Hispanics believe that having a disease is a punishment from God. For example, a child suddenly has fever after the parents brought the child to the park. Following Hispanic culture, this child was thrown a mal ojo (evil eye ) by a stranger. Hispanics are known for being religious and spiritual-driven. Hispanics belief on God and evil forces are

Response Essay Example | Topics and Well Written Essays - 250 words - 28

Response - Essay Example Amusing enough there has never been a record of a buffalo infecting cattle with brucellosis. Webster is concerned about the animals where she lives. This is the reason she is against individuals building their big houses where the animals live. She says,† The home builders are as large a danger to wildlife just as hunters are." She is not concerned as much with homebuilders that construct what they require for their family; rather she is more concerned with homebuilders who are overbuilding. Even when they are educated concerning what they are doing, the homebuilders keep wrecking the animals habitat. Other than teaching the home builders, the main other move activists can make is by asking the administration to establishing moratorium on building permits. She requests Americans to wind up more dependable with their activities and asks Americans to change their dialect. Webster believes that Americans substitute the words "harvest" with "slaughter" and "environment" with "home, they will embrace the habit of conserving the environment for the wild animals instead of harming them and exploiting their habitat. in response to The Fashion Punk Paradox by Andrew Hyde, the author tries to portray the real picture in the united states in the course of the instabilities of the time. The united state had experiences enormous and dangerous activities in fight for mutual understanding. Responding to the book, "Warfare Is Only an Invention-Not a Biological Necessity by Margaret Mead." The author discharged the conception that war is the inevitable consequence of â€Å"basic, competitive, aggressive, warring human nature." Her theory is challenged, she illustrated, by the plain fact that not all societies wage war. For instance, she utters that war has never been experimental among a Himalayan people called the Lepchas or the Eskimos. Actuality, neither of these groups, when questioned by early ethnographers, was

Fruit Wine Making Essay Example for Free

Fruit Wine Making Essay Grape is not the only fruit which we can make good-quality wine. Natives fruits such as cashew (kasoy), duhat, pineapple, guava, banana and bignay can be also processed into good wine. Other less familiar, yet excellent sources of wine are lipote, balubat and katuria. The lipote resembles the duhat, except for its round shape and black skin. Its white flesh become sweet when ripe and it also known as duhat matsing. Another native fruit, the balubat, is like siniguelas, green when unripe and reddish-orange when mature. It has white flesh with seeds like that of prunes and taste very sour even when ripe. The katurai is similar to the tiessa, green when unripe and yellow when ripe. Its flesh is yellow and sour with seeds like those of nangka. It is also have plenty of latex, a sticky juice. Preparation. The fruits should be sweet enough; otherwise, add cane sugar to the ingredients. Make sure the fruits are ripe and free from bruises and diseases. Wash the fruit very well and peel if necessary. Crush or mash to extract the juice. Use a fruit press or crush by hand and then strain the juice through a strong piece of cheesecloth. Add water twice the a month of the extracted juice, then add sugar if necessary. Pasteurization. Pasteurize the juice using the double boiler. This may consist of a kettle that can be placed within a much bigger kettle containing water. Prepare cheesecloth or any filter cloth, a spoon and a container for the pasteurized juice. Clean and sterilize all these boiling water before using. Filter the juice into the small boiler and place inside the bigger boiler. Put water in the bigger one up to the level of the juice. Heat the set-up at 63 degree Celsius for 30 minutes, or at 72 degree Celsius for 15 seconds. Gently stir while heating. afterwards, cool the juice immediately by exposing the container to cold running water. Stir the juice continuously, until sufficient cool. Add a pinch of baker’s yeast or commercial yeast preparation which is commonly sold in the grocery stores. Aging the wine. In a glass or enameled container, place the mixture and then cover with piece of cloth. after about 48 hours, transfer to a wooden barrel (preferably oak) or a demijohn (garapon). Plug holes with cotton and keep the barrel or container undisturbed in a darkquite place for about three months. After this period, heat the wine in a steam bath to a temperature of 50 degrees to 60 degree Celsius. Do this by exposing the container to steam. Add well-beaten eggwhite, about five cubic centimeters (cc) of eggwhite for every one liter of wine, stir and then cool. Filter the mixture and throw out the residue. Afterwards, heat the wine at 80 degree Celsius for 20 minutes. Make sure that the aged wine looks clear before putting in clean, sterilized bottles. Use a siphon to transfer the wine.

Online Reporting, Discussion, Activism and Emerging Democracies :: Internet Blogs Communities Politics

Online Reporting, Discussion, Activism and Emerging Democracies In the rise to prominence of weblogs and other social software, Jim Moore and Joi Ito see a fundamental transformation in how people act, interact and make decisions. In essays first published in 2003 - Jim Moore's The Second Superpower Rears Its Beautiful Head[1] and Joi Ito's Emergent Democracy[2] - they paint hopeful, if sometimes vague, pictures of how Internet communities can show us techniques and tactics that could radically change real-world politics. Where I'm uncomfortable with both essays is the fact that they extrapolate from the behavior of the people currently using the Internet to make generalizations about how a larger world might use these tools. My work for the past few years, helping spread information technology in developing nations, has convinced me that technology transfer is much more complicated than bringing tools to people who previously lacked them. I think it's worth taking a close look at what happens when we try to include the developing world in the models Ito and Moore put forward - in other words, "Is there room for the third world in the second superpower?" Moore's Second Superpower suggests that a group of people are changing democracy by using a three-part model for social engagement - collect information, comment and debate, then act. These three steps are all being transformed by new technologies. While we continue to be informed by mass media, we're also getting information from alternative media, published cheaply on the Net, and from personal accounts in weblogs. We're debating and commenting in entirely new ways, enabled by weblogs, discussion groups, instant messaging and mailing lists. And we're discovering that these tools also make some forms of action more efficient: fundraising, protesting, and organizing face to face "meetups". Ito's Emergent Democracy focuses on the third, "action" phase, and suggests that forms of decision-making emerging from the world of weblogs might lead to a viable form of direct democracy. In the way that ideas percolate from personal networks, to social networks, to large, political networks, reinforced by positive feedback loops, Joi sees a possible path for decision-making to move from individual thinking to group action. While Moore and Ito have justifiable enthusiasm about the phenomena we're seeing emerge from interconnected communities - the growth of weblogs as an alternative to "mainstream" media, the success of grassroots campaigning in the United States - this enthusiasm needs to be tempered by some skepticism about who is currently using social software, and who has potential to use it.

Adapting the Unfamiliar… Through Translation.

Adapting the Unfamiliar†¦ through Translation. Marjorie Agosin (born June 15, 1955). Source: Wikipedia. 07/12/2012 Komal Shah Eng. 101C- 24 R. C. Muniz 333 Adapting the Unfamiliar†¦ through Translation. By Komal Shah. Change†¦ is a very powerful and emotionally supercharged word. It is inevitable and the process of becoming different.The inspiring narrative, Always living in Spanish,  by Dr. Marjorie Agosin, originally written in Spanish, tells of Dr. Agosin’s Chilean childhood and her continuing struggle to embrace the change that came with moving to America. â€Å"Destiny and the always ambiguous nature of history continued my family’s enforced migration†¦ (Agosin, 22)† she states. Her story uses personal details to bring her childhood in Chile to life. It is her clear love for her people and the constant battle to not let go of her identity that inspires her poetry all of which is written in Spanish.For her, like many others, writing a nd thinking in Spanish is a â€Å"gesture of survival† through her journey from Chile to Georgia, as from her Chilean childhood to American adulthood. Philosophers often say that it is important to find yourself, to identify who you are. But the self is not something one finds, it is something one creates through the process of change. The Encarta Dictionary: English (North America) defines identity as â€Å"the name or essential character that identifies somebody or something† (def. 1). We all have sets of characteristics that we recognize as belonging uniquely to ourselves.This constitutes his or her individual personality for life. The concept of identity in Dr. Agosin's essay is shown best when she states â€Å"Daily, I felt the need to translate myself for the strangers living all around me, to tell them why we were in Georgia, why we are different, why we had fled, why my accent was so thick, and why I did not look Hispanic. Only at night, writing poems in Spani sh, could I return to my senses, and soothe my own sorrow over what I had left behind. †(Agosin, 22) For a while Marjorie was at a loss; the loss of the familiar, and more importantly, the loss of her identity.She found a way to reconnect herself with her identity by doing something that reminded her of language, culture and history she was born with. Bringing all of her characteristics together in a consolidated place where she can let go and just remember herself as she is intact with her identity. In America, when we hear someone’s poor spoken English with a thick accent or when we see someone not getting an American Sarcasm, we may not know what their ethnicity is, but we are sure that the person is an outsider.That is because of the shape of someone’s identity is by the usage and understanding of a language. A Korean- American novelist, Chang-Rae Lee narrates this thought particularly well in her short story Mute in English-only World. She talks about her Ko rean mother’s mental struggle in an English speaking world by saying, â€Å"In Korean she could be fiery, stern, deeply funny, and ironic, in English just slightly less so† (Lee, 801). All languages have their distinct ways of expressing happiness, sadness and other feelings.Those differences decide how one translates themselves in the society they live in. As Dr. Agosin says, â€Å"Translators are not traitors, as the proverb says, but rather splendid friends in this great human community of language† (Agosin, 24). It is hard to adapt and accept the changes that language barriers bring to our lives when we leave our homes. But that is what brings us one step closure to our true selves and how we were made.Despite of more than seven billion of our own kind on the planet earth, there are times we feel shipwrecked and alone when we are away from the familiar, because as a social animal we have grouped ourselves into ethnicity, cultures and countries. It is where w e currently are that has to be our new home away from home. We all secretly desire a perfect life, a perfect family or a perfect boss. After all if a pair of shoes wouldn’t have changed Cinderella’s life then she would be one of us. She would have moved for a better life, learned English, and gotten a better job with a healthcare package.CITATIONS Agosin, Marjorie. â€Å"Always Living in Spanish: Recovering the Familiar through Language. †Ã‚  The Norton Field Guide to Writing with Readings and Handbook 2nd Edition. New York: W. W. Norton ;, 2009. 21-24. Print. Lee, Chang-Rae. â€Å"Mute in an Enlgish-Only World. †Ã‚  Everything's an Arguement. 4th ed. Boston: Bedford/St. Martin's, 2007. 800-02. Print. â€Å"Encarta Dictionary(Online College Dictionary)Review. †Ã‚  Encarta Dictionary (Online College Dictionary). N. p. , n. d. Web. 11 July 2012. ;http://www. really-learn-english. com/encarta-dictionary-online-college-dictionary. html;.

Child Labor: negative impacts on the society Essay

The International Labor Organization (ILO) estimates there are about 12 million children engaged at work in India. This is an alarming statistic. Thesis – Not only is child labor, a violation of law to the rights of children, it is also Potentially damaging the education. Reflection on the economy. Causing health issues. Body Paragraph 1: child labor is detriment to education. Lack of education in childhood causes future unemployment. â€Å"Child labor is a hazard to a child’s mental physical, social, educational, emotional and spiritual development† (Virk, 2013). Adulthood unemployment. Declined literacy rate. Body Paragraph 2: socio-Economics problem. Futures of the economic countries very much depend on this valuable asset. â€Å"Child labor is a product of economic necessity and economic distress† (Virk, 2013). Poverty forces parents to send their children to work. Body Paragraph 3: Introduction of health problems. Existence of significant health effect. â€Å"If families are insufficiently aware of the hazards, health, or if prevailing societal attitudes are tolerant of child labor, children are again less likely to be directed towards classroom rather than the workplace† (Virk, 2012). Experiences greater morbidity and mortality. Also impacts the psychological hazards, like isolation, abuse, exploitation. Conclusion: Child labor has extremely issues. Detriment to the Education of Children. Negative impact on Economy of the developing countries. Poverty related health problems. References Virk, S. k. (2013). Child labour in India: A Socio-Economic problem; legal remedies and solution. AJRSH, 3(5), 56-63. Retrieved May 2, 2013, from the Journal of Asian Research Consortium database. world report on child labour (pp. 11-26). (2013). child labour and economic vulnerability. geneva: international labour office.

Free Essays on Social Classes

Social Classes have always been a part of society. Whether or not we choose to admit it, every one of us is a prejudiced against other classes. Many years ago, African-American people were used as slaves because it was assumed that were lower class just because they were different in color. Today, I see a black man who looks like is from a â€Å"ghetto† and I am a little scared. Scared not because he is black but because most Caucasian people were raised to fear what society decided is the lower class. Class and racism are two closely related social issues. In â€Å"The Most Dangerous Game† by Richard Connell, General Zaroff kills â€Å"lascars, blacks, Chinese, whites, mongrels† he says, â€Å"a thoroughbred horse is worth more than the score of them† (67). He killed them because he thought they so much lower class the he that they deserved to be hunted. They were thrown to the dogs for his entertainment. Not everyone is out to kill other social classes, however, most of us do not want to mingle with the other social classes either. It is not just the upper class that keeps the lower classes in their â€Å"place.† Many people choose to accept being thought of as lower class because it is easier to adopt what they already know, rather than working to hard to reach the upper class. In â€Å"The Lesson† by Cade Bambarn (210), the children are born into poor, lower class families. Throughout the story Miss Moore tries to show them a glimpse of the upper class life, hoping to inspire the children to strive to one day be upper class citizens. She offers these glimpses by taking the children to a fancy toy store. These days this role is filled by school field trips, sports, and after school programs. But is it enough? Many children are not being taught the â€Å"lesson.† Many people believe that class is a relative issue; you are whatever class you think you are. That does not appear to be the case. One cannot simply think... Free Essays on Social Classes Free Essays on Social Classes Social Classes have always been a part of society. Whether or not we choose to admit it, every one of us is a prejudiced against other classes. Many years ago, African-American people were used as slaves because it was assumed that were lower class just because they were different in color. Today, I see a black man who looks like is from a â€Å"ghetto† and I am a little scared. Scared not because he is black but because most Caucasian people were raised to fear what society decided is the lower class. Class and racism are two closely related social issues. In â€Å"The Most Dangerous Game† by Richard Connell, General Zaroff kills â€Å"lascars, blacks, Chinese, whites, mongrels† he says, â€Å"a thoroughbred horse is worth more than the score of them† (67). He killed them because he thought they so much lower class the he that they deserved to be hunted. They were thrown to the dogs for his entertainment. Not everyone is out to kill other social classes, however, most of us do not want to mingle with the other social classes either. It is not just the upper class that keeps the lower classes in their â€Å"place.† Many people choose to accept being thought of as lower class because it is easier to adopt what they already know, rather than working to hard to reach the upper class. In â€Å"The Lesson† by Cade Bambarn (210), the children are born into poor, lower class families. Throughout the story Miss Moore tries to show them a glimpse of the upper class life, hoping to inspire the children to strive to one day be upper class citizens. She offers these glimpses by taking the children to a fancy toy store. These days this role is filled by school field trips, sports, and after school programs. But is it enough? Many children are not being taught the â€Å"lesson.† Many people believe that class is a relative issue; you are whatever class you think you are. That does not appear to be the case. One cannot simply think...

Making a Doctors Appointment - ESL Dialogue

Making a Doctor's Appointment - ESL Dialogue Read the following dialogue with a partner to learn important vocabulary used for making doctors appointments. Practice this dialogue with a friend to help you feel confident when you next make an appointment in English. Check your understanding with the quiz and review vocabulary.   Role Play: Making a Doctors Appointment Doctors Assistant: Good morning, Doctor Jensens office. How may I help you?Patient: Hello, Id like to make an appointment to see Doctor Jensen, please. Doctors Assistant:  Have you been in to see Doctor Jensen before?Patient: Yes, I have. I had a physical last year. Doctors Assistant:  Fine, what is your name?Patient:  Maria Sanchez. Doctors Assistant:  Thank you, Ms. Sanchez, let me pull up your file... Okay, Ive located your information. Whats the reason for your making an appointment?Patient: I havent been feeling very well lately. Doctors Assistant:  Do you need urgent care?Patient: No, not necessarily, but Id like to see the doctor soon. Doctors Assistant:   Of course, how about next Monday? Theres a slot available at 10 in the morning.Patient: Im afraid Im working at 10. Is there anything available after three? Doctors Assistant:  Let me see. Not on Monday, but we have a three oclock opening next Wednesday. Would you like to come in then?Patient: Yes, next Wednesday at three would be great. Doctors Assistant:   All right, Ill pencil you in for three oclock next Wednesday.Patient: Thank you for your help. Doctors Assistant: Youre welcome. Well see you next week. Goodbye.Patient: Goodbye. Key Making an Appointment Phrases Make an appointment: schedule a time to see the doctorHave you been in before?: used to ask if the patient has seen the doctor beforePhysical (examination:  yearly check-up to see if everything is okay.Pull up a file: find a patients informationNot feeling very well: feel ill or sickUrgent care: similar to an emergency room, but for everyday problemsA slot:  an available time to make an appointmentIs there anything open?:  used to check if there is an available time for an appointmentPencil someone in:  to schedule an appointment True or False? Decide whether the following statements are true or false:   Ms. Sanchez has never seen Doctor Jensen.Ms. Sanchez had a physical examination with Doctor Jensen last year.The doctors assistant already has the file open.Ms. Sanchez is feeling fine these days.Ms. Sanchez needs urgent care.She cant come in for a morning appointment.  Ms. Sanchez schedules an appointment for next week. Answers:   FalseTrueFalseFalseFalseTrueTrue Preparing for your Appointment Once youve made an appointment youll need to make sure youre prepared for your doctors visit. Here is a short overview of what youll need in the United States. Insurance / Medicaid / Medicare Card In the US doctors have medical billing specialists whose job it is to bill the correct insurance provider. There are many insurance providers in the US, so its essential to bring your insurance card. If you are over 65, you probably will need your Medicare card. Cash, Check or Credit/Debit Card to Pay for Co-payment Many insurance companies require a co-payment which represents a small portion of the total bill. Co-payments can be as little as $5 for some medicines, and as much as 20 percent  or more of larger bills. Make sure to check with your insurance provider for much information on co-payments in your individual insurance plan as these vary widely. Bring some form of payment to your appointment to take care of your co-pay. Medication List Its important for your doctor to know which medications you take. Bring a list of all medications that you currently take. Key Vocabulary Medical billing specialist:  (noun) a person who processes charges to insurance companiesInsurance provider:  (noun) company that insurances people for their health care needsMedicare:  (noun) a form of insurance in the US for people over 65Co-payment / co-pay:  (noun) partial payment of your medical billMedication:  (noun) medicine True or False? Co-payments are payments made by the insurance company to the doctor to pay for your medical appointments.Medical billing specialists will help you deal with insurance companies.Everyone in the US can take advantage of Medicare.Its a good idea to bring a list of your medications to a doctors appointment. Answers: False - patients are responsible for co-payments.True - medical billing specialists specialize in working with insurance companies.False - Medicare is national insurance for those over 65.True - its important for your doctor to know which medications you are taking.   If you need English for medical purposes you should know about troubling symptoms  and  joint pain,  as well as  pain that comes and goes.  If you work in a pharmacy, its a good idea to practice talking about  prescriptions.  All medical staff might be faced with a patient who is  feeling queasy  and how to  help  a patient.

GLOBAL STRATEGIC MANAGEMENT Essay Example | Topics and Well Written Essays - 5000 words

GLOBAL STRATEGIC MANAGEMENT - Essay Example The second component would be economic, which encompasses cost of production, currency exchange rates, and cost of capital. The third component is the social environment, which encompasses social change and global convergence. The fourth component is the technological environment, which encompasses global technology scanning and technology clusters and the spread of the Internet (Mellahi, 2005, pp. 37-49). Furthermore, another way of analyzing it would be examining the external environment according to Porter’s Five Forces. These forces would be 1) rivalry – how intense is the rivalry/competition among the firms in the industry? 2) buyers – how much power do buyer have? What can be done to neutralize their power? 3) new entrants – how easy or difficult is it to enter the industry? How can entry barriers be erected? 4) suppliers - How much power do suppliers have? What accounts for their power? What can be done to neutralize their power? and 5) substitutes - are there substitute products or services? What effect do these substitutes have? (Ungson & Wong, 2008, p. 59). For the PEST analysis, it is clear that one of the external drivers for this business is the global recession. ... Therefore, the buyers for the products will have more leverage to negotiate. Moreover, this also plays into Porter’s five forces at the supplier level. Weak economies would indicate that suppliers will not have as much power as in a good economy, due to the fact that buyers have more power. Thus, in these economies that are weak, Air Products will also be weak. This is shown in the fact that Air Products is facing pricing pressures, and there is excess in the manufacturing facilities, unanticipated contract terminations and project delays. Moreover, there is competition and the inability of the company to compete effectively, which affects sales and financial performance. This plays into the economic aspect of the PEST analysis and the rivalry arm of the Porter’s five forces analysis. The reason why this implicates the economic aspect of the PEST analysis is that the economics of the different countries is the reason for the inability to compete, and rivalry because riv alry with other countries is the external driver that is implicated by the competition. Also implicated in Porter’s Five Forces is the threat of substitutes, for these rivals might produce products that can be a substitute for the products Air Products produces, and these substitutes might be less expensive, which would further cut into Air Products’ market share. The other external force is the fact that there is a shortage of raw materials, and there are increased costs in energy sources. This implicates the economic end of the PEST analysis, because one of the aspects of the economic end of the PEST analysis is the cost of production. Obviously, a shortage of raw materials or the fact that these raw materials are increasing in price affects the cost of production.

PS Personal Statement Example | Topics and Well Written Essays - 250 words

PS - Personal Statement Example I have observed good intentions in nearly every person, and have come to conclude that the world is not as complicated and evil as most people believe. It is our role to beautify the world. We can all achieve this by cherishing each other as we do our friends and family. I am passionate about by career and personal life because I have faith in my academic, professional and social efforts. Academically, I lean more on scientific facts that religious speculations. This is because I have a preference for mathematics and design. I might not be proficiently skilled at reading, but I share different perspectives about the significance of reading. It is essential not to disregard literacy, but the skill of reading is not as important to me as understanding methodical researches. I appreciate communication with other people because teamwork is an important aspect of design and research. I spend my leisure time engaging in a variety of activities. I have always loved to dance since I was six, and still do as a hobby. I also intend to become a professional dancer in traditional Chinese dance, as well as ballet and hip-hop. I believe Information Systems and Technology is an excellent field. I am eager to enter information systems and technology placement. I want to find a program that provides the prospects to train in a well-organized and well-managed surrounding with IT specialists who will empower me to realize my upmost