Analysis Of The Article Withdrawal From Trans Pacific...

In the article, â€Å"Withdrawal from Trans-Pacific Partnership, TPP shifts U.S. role in world economy† by Ylan Mui (2017), the author discusses US exit from the TPP, and its impact on world economy. According to Mui, Trump’s cancellation of the agreement for a comprehensive trade deal with Asia began shifting the role of the US in in the world’s economy. The departure leaves a gap for other potential countries to flex their economic muscle. The departure is also viewed as a symbolic move, aimed at showing that the president’s hard-hitting talk on trade during his campaign will continue to his new administration. Mui continues to explain that the action to departure from the TPP came at a time China and other nations across the globe with a†¦show more content†¦Pulling out of the TPP raised significant questions about the reliability of the US, and left most of the US trading partners and allies in the lurch. On the other hand, the deal created an open gap placing China in a position to make as strategic move. Mui continues to explain that this exit put china in the best position to take advantage of the situation that could lead to significant loss for the US. The Chinese government could sign a deal with the Japanese government, which could consequently jeopardize up to $5 billion in American jobs and US exports. Additionally, the move places China in a position of great authority in that it could command the terms of global trade (Mui, 2017). Mui continues to argue that the US could save the situation by signing bilateral deals with the individual countries involved in the TPP especially Vietnam and Japan. However, there is a need to make a swift move since China is aggressively seeking to lock in trade contracts with most of the same countries that were involved in the signing of the TPP. Trump had also vowed to renegotiate the NAFTA (North American Free Trade Agreement), which significantly vital to the economic relationship between Canada, US, and Mexico. According to Mui, Mexico’s president, Pena Nieto continues to assert that his country would be looking to diversify its political and trading partners during the Trump’s era so that it could stop relying heavily on the US government. The author continues to

Common Core and the effects on America Free Essays

Language Learners Since being introduced in 2010, forty-four States have now adopted the Common Core State Standards Initiative. This initiative provides standards in English, Language Arts and Math. Every child in a public school will be expected to meet each standard for their grade level In these areas. We will write a custom essay sample on Common Core and the effects on America or any similar topic only for you Order Now These standards are designed to guarantee that every child In America will be on par with each other. They use the example In their 3 minute video about a child In Seattle who has an A In his English class but would be receiving a C in a public school in Chicago(understanding Common Core). These standards are also designed to insure that American youth are graduating high school with the ability to compete with other nation’s graduates worldwide. So not only do American school children need to compete with their national peers but they are also competing on a global level (Common Core). Professor E. D Hirsch In an excerpt from his book â€Å"On Cultural Literacy† discusses how cultural literacy is the only way for Impoverished children to rise above their lot In life. Part of his assumptions are that every American child needs a basic foundation, such as the subjects proposed by Common Core, to be provided by the American Education system. Hirsch argues this foundation will ensure every child is culturally literate,†only by accumulation of shared symbols, and the shared information that the symbols represent, can we learn to communicate effectively with one another in our national community† (36). This statement Is based off of the assumption that all Americans speak the same language (Bezel 661). This Is simply no longer true. Between 2010-2011 there were 4. 7 million English Language Learners (ELL) in the American School system (Fast Facts). Unlike No Child left behind act, Common Core acknowledges that they cannot define and meet every need that ELLS have in order to learn the language being used by Common Core on the same level as their peers (English Standards 6). Without going in-depth into the standards, the most accessible Information on the website Is specific on how to accommodate special needs children, but for ELLS all the standards say Is â€Å"It Is possible for every child to meet the standards†(6). This paper will address the potential effects of Common Core on ELLS, by using the proposed effects of both Common Core supporters and Common Core posers. There is a lack of public information as to how these state standards are going to affect English Language Learners (ELL), there needs to be more focus on how state standards and federal tests are going to accommodate the growing number ELLS. In 2001 the Bush administration Implemented the No Child Left Behind act. (UNCLE). Under Title Ill in UNCLE it was clearly stated how ELLS were to receive special attention. It allowed for extended time on test and occasionally for the test to be administered in the learners own language. These methods were not effective cause ELLS were still testing twenty to thirty percent lower than their English proficient peers. UNCLE required schools to break their students Into subgroups one testing in comparison with their English proficient peers. For ELLS the test was not only used to gauge their progress in that particular subject but also their progress in English proficiency. Not surprisingly the ELLS were doing significantly worse on their English and language arts test than on Math and Science. A glaring fault of UNCLE was that once a child began to test on the same level as their English proficient peers hey were removed from the ELL subgroup and expected to keep succeeding without the extra accommodations. These ideas were implemented without there ever being proof they would work. Abide and Tilted finish their 2004 Winter report for CREST with the statement, â€Å"For a goal to be within reach of all schools, at least one school should have already attained it. To date we have yet to see a school with a sizeable ELL population that meets the 2014 UNCLE requirements†. (5) In preparation for the continued rapid growth of the ELL population, which according to a TESTS brief is errantly approximated at 6 million, Common Core broke down English proficiency expectations into four categories (4). An independent study conducted by Stanford defined the four categories are reading, writing, speaking and listening, and language (3,5-7). Reading requirements are designed to make sure students can read and comprehend complex text across all subjects. Writing standards ensure students are prepared to research, analyze and argue. The need for speaking and listening is to ensure that every student has the ability to understand and articulate orally their ideas and arguments and the arguments of others. Finally the language requirement refers to grammar; in the paper the authors students need to understand that English is â€Å"as much a craft as a set of rules†(7). This paper argues that according to the standards, language will tie the four brackets together (7). The opposition to Common Core is that Common Core will force teachers to teach to the test. Ritual standardized testing increases pressure on students to find the right answer instead of encouraging learning and independent thought (Hawkins). According to New York City teacher Katie Alphas in a letter to Carmen Farina, ELLS articulacy in grades third through eighth are â€Å"encumbered with standardized testing. † Here is a quote from a resignation letter by former Colorado Springs English teacher Pauline Hawkins â€Å"l am supposed to help them think for themselves,†¦ Instead, the emphasis is on Common Core Standards and high stakes testing that is creating a teach to the test mentality for our teachers, and stress and anxiety for our students. † This anxiety is increased when a student is not only being tested on their comprehension of the material but also their comprehension of the English language. The majority of teachers who oppose Common Core want less regu lar testing and a more diversified way of evaluation. Common Core is moving fast. For most teachers they are being required to rewrite curriculum to match standardized testing, which is binge implemented in some states as early as April 2014. In particular for ELLS in grades third through eighth, who have been in the country for a year or less they are allowed one exemption from a test. After that they are required to test to the level of their English proficient peers. There is an extra time allotment for ELLS UT as Katie Lymphoma states in a blob post titled Battling the High-stakes Testing Beast: from NAPE to NYSE, â€Å"the state has generously offered to give you extended time (time and a half) on the tests; instead of 90 minutes per day for six days (3 days for testing day. That’s a total of 13. 5 hours! Hours upon hours of testing for a fifth grader who is working twice as hard to comprehend the test does not seem like the right answer. Lymphoma in the same post discusses how she as their teacher does not have access to the test results only the scores of her students. To summarize searchers are required to conform curriculum to the tests. The same test where they are not allowed to see which material their students failed on. The ELLS are exempt from only one test in the entirety of their schooling. During the testing ELLS could spend up to twelve plus hours a week testing. According to the association of Teaching English to Speaker of Other Languages (TESTS) and an independent Stanford Study, Common Core will present significant challenges to ELLS but will also provide an education that will offer them the same opportunities as their native English speaking peers. When Common Core was first developed English Language Proficiency Development (ELOPED) Standards were left up to the individual states. Starting in 2012 Common Core recognized that a standard for ELOPED would need to be developed. In 2012 the Council of Chief State Officers produced a basic framework for states to use when adapting their ELL standards. They also hired the Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium to prepare the assessment test prototypes. According to TESTS on testing â€Å"[the tests will] be administered by computer, both consortia are exploring technology-based accommodations, such as pop up glossaries and captions for audio. To ensure the widest accessibility to the test items† (7). By using measures such as extra glossaries and captions it should take some of the pressure off the students. Common Core firmly states that only by regular standardized tests can teachers and the rest of the education community truly understand what students are learning. The Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards is vividly clear in that they do not force schools to adopt a curriculum. Instead they simply provide what information students are expected to master at every grade. There is no proposed curriculum or any specific standards to guide teachers. The Framework along with Common Core has yet to address what will happen if a child can not meet the standards. UNCLE clearly defined that if a child failed, then the school would be required to use [article title] funding to provide the student the ability to travel to a school where they could get better education. Diana Rancidity in her article with the Washington Post poses the same question what will happen to students who fail. How much funding will go to provide tutoring? What will the repercussions be for teachers whose students are not meeting the standard? Will schools who consistently fail the standards be closed? These are Just some of the many unanswered questions raised by Common Core for ELLS. The Framework answered some questions, like which type of questions students are supposed to be able to answer by each grade, what type of thinking process they should have mastered and what kind of tests they should be able to pass. No one on either side of the issue is making light of the extra struggle the ELLS re going to have on top of the rigorous workload of an English proficient student. Those who are pro Common Core firmly state that by going through the Common workforce or further education. Whether that statement is true or not has yet to be seen. Only time and testing will prove whether Common Core is truly beneficial to ELLS. The facts state that there are approximately six million ELLS in the American public school system today. Until we have a working ELL program that has proven results it is counter productive to expect those students to perform well on the Common Core tests. The government is in the awkward middle ground of some of the information being released without enough information to determine whether or not the program’s success is even plausible. How to cite Common Core and the effects on America, Papers

Rain Man free essay sample

Rain Man starts off with a pompous self-centered business man named Charlie Babbitt. Charlie is in deep water trying to save his business when he receives a phone call alerting him that his father has passed away. He returns to his hometown Cincinnati for the funeral with his business associate/lover Susanna. Charlie tells Susanna that his mother had died when he was two, his father showed him minimal affection, and when he was scared he had an imaginary friend named Rain Man that would sing to him. He also tells Susanna the reason why his relationship with his father had come to an end. When Charlie was16 he had brought home admirable grades that he thought his father would have been proud of and as a reward he wanted to drive his father’s Buick. His father denies him, so Charlie takes the car anyways without permission. Charlie and his friends are driving around town when they are pulled over because his father calls in a report of a stolen car. We will write a custom essay sample on Rain Man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Charlie’s father left him in prison for 2 days, whereas his friends’ parents bailed them out that same night. Charlie left home as soon as he had gotten out and never looked back. When Charlie’s fathers will is read he is highly upset to learn that he left with prize winning rose bushes and the Buick that had brought their relationship to an end. The estate though, amounting to 3 million dollars had been left to a private trustee. Very upset Charlie goes to the local bank to get information on who is in charge of the private trust, this leads Charlie to Wallbrook. During his search for the trustee at Wallbrook, Charlie is shocked with news that he has a brother he never knew, Raymond Babbitt, a high functioning autistic savant. Dr. Bruner who in charge of the trust and care taker of Raymond tells Charlie about his brother and the challenges he faces every day. Although, all Charlie seems to be interested in is how to get half of the money he thinks he deserves. Charlie takes Raymond off the institution grounds without permission with hopes to use him a leverage to get his half of the money. Charlie and his brother embark on a road trip that not only exposes Charlie to a world he never knew, but to the many unresolved issues within him. While he has little patience for his brother, Charlie is forced to accommodate to all of Raymond’s wants and need. Although he does observes that he is good at memorization and quite smart, Raymond lacks the understanding of social formalities. While in hotel one night Charlie learns that his brother is actually, â€Å"Rain Man†. Charlie had been two years old when his Father had sent Raymond away because he thought he had hurt baby Charlie with a hot bath resulting in a burn. While getting closer to his brother and learning a little more patience for him, Charlie takes Raymond to Vegas. In Vegas, Charlie uses Raymond to impressively counts cards and wins the money he needs to save his business and cover the hotel fees. The two brothers share an intimate moment and dance together. As the movie comes to an end, Charlie has focused on someone other than himself. He has found compassion in his heart and no longer wants his share of the money, but to stay with his brother. Upon returning to Los Angeles Charlie set up a custody hearing to see who will keep his brother. Although he has made a real connection to Raymond over the past couple of days, Charlie returns his brother to Dr. Bruner, seeing that that is what is best for him. He then promises Raymond that he will see him in two weeks as he boards the train back to Wallbrook. Section 2: After watching Rain Man there were several different psychological issues that were present. One of the first and most apparent issues present was one of the main characters, Charlie Babbitt who has relationship and family issues. Charlie had no personal attachments to anyone and he had resentment towards his father. Charlie also had a hard time with emotional expression. Charlie’s psychodynamic experiences with his father had lead him to the way he is. Psychodynamic psychology can possibly explain someone’s personality traits and disorders explained by unfulfilled wishes and childhood traumas (Myers, 2013). Charlie’s father had a hard time showing his son love and affection so this could have affected Charlie. Charlie does the same with his own personal relationships. The next issues are Raymond Babbitt, an Autistic Savant. Raymond has memory issues, emotional issues, and psychodynamic consciousness (id) issues. Raymond has extraordinary memory. He is able to recall information after just learning it once. Raymond can do complex math problems in a matter of seconds. Raymond can barely understand emotional expressions in a traditional sense. Raymond is stuck in what Freud called the Id. The id is a  reservoir of unconscious psychic energy that strives to satisfy basic drives and immediate gratification. (Myers, 2013). This pertains to Raymond because he wants his needs satisfied immediately if not he has a tantrum. One example is Raymond had to have his schedule exactly the same as Wallbrook. Same foods on the same days, same shows at the same times, same clothes, bed near the window, and many more. Section 3: The film Rain Man depicted the issues quite well. The film makers did a good job at capturing the audiences interests in autism, family dynamics, and the influences parents and peers can have on one another. I think it sparks an interest in Autistic people because it poses questions like can autistic people really be that high functioning? Do family relations have that much of an influence in how we act? Or even can you be that high functioning autistic but not understand the little concepts such as the value of money. In the movie the characters both definitely depict some psychological issues. Charlie cannot seem to comprehend what Raymond is going through or have any empathy for him. The filmmakers depict Charlie’s family issues well, the fact that he had no mom and an estranged father. From Charlie point of view he had frustration, lack of communication, and pathological lies. Charlie went through a personal growth throughout the movie and was able to connect and form a real personal relationship with his brother. The filmmakers’ caught Raymond’s point of views and issues quite well also. They showed that special need people go through many challenges every day. That it takes patience and understanding to deal with someone who is unable to comprehend social norms. That you must be self-less and caring to someone who may be grown in body but childlike in mind. I think this movie might misinform some people because they might assume all autistic people are the same as in the movie or that everyone will treat autistic people with the kind of frustration that Charlie did. The movie though may help in some way in that they may realize that there needs to be some patience when it comes to people with special needs. I would recommend this film to a friend or family member it doesn’t really have anything to be too conscious about except for maybe one sex scene. Other than that it’s a good movie to watch about autism and family issues that some people could probably relate to.

Perspective on Wakanda free essay sample

Last week, Marvel released yet another one of their star-studded movies. This is no surprise as they have a history of doing so with great success. Spiderman, The Avengers, and X-Men are just a few successful big screen productions that Marvel Studios were directly responsible for. Marvel superhero movies tend to attract an immense amount of attention, annually breaking their own records and raking in huge revenue totals. Their newest movie, however, attracted attention for different reasons, starting new conversations and opening new doors within the action genre. Likely in celebration of the 48th Black History Month, Marvel Studios opted to uncharacteristically release the movie Black Panther in February. This movie was seen as monumental within the black community as most felt it offered a certain representation that was never before seen in a movie. While there have been other more diverse superheroes, in this particular movie, most of the major roles were filled with people of color. We will write a custom essay sample on Perspective on Wakanda or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Again, this was unheard of in a movie that was expected to get as much attention as Marvel cinematics generally do. It was released with an extreme amount of anticipation and, based on the returns, it did not disappoint. On March 24, it became the highest grossing superhero movie of all time, bringing in over $624 million at the domestic box office. This is a movie that is leaving its mark culturally and historically. Earlier in my essay, I stated that the Black Panther movie offered a different representation for people of color on the big screen. This is not done in the original Black Panther comic book storyline. Ta- Nehisi Coates, a highly renowned writer, was responsible for the revision of this movie. The â€Å"third world country† Wakanda, located in Africa, is believed to be less advanced, unprofitable, and to an extent, weaker than the rest of the world. However, it is revealed that Wakanda is actually more advanced technologically than the rest of the world due to the rare resources it possesses. In this fictional universe, people of color possess the abilities and capabilities of a world power which isn’t a reality. They isolate themselves so that they are not poisoned by the rest of the world, even less so by â€Å"colonizers.† This depiction was a welcomed sight on the big screen. Ta- Nehisi Coates is a renowned journalist, who is known for using his voice to shed light on his experiences as a black male in America. He is also well known for his second book Between the World and Me, which is essentially a letter to his son explaining the world around him, and its history with people of color. He explains to his son that the world is not safe for him and there is nothing he can do about it. He simply gives advice on how to maneuver through it, in order to put himself in a better position to be successful in life. This perspective is a grim one, but is a reality that people of color know all too well. Once again, Ta Nehisi Coates is voicing the black perspective for everyone to understand and listen. Too often, the struggles of people of color are belittled, overlooked, or dismissed altogether, and he refuses to let this happen. Coates forces the conversation about racial disparities to take place by triggering emotions such as sympathy and guilt from the reade r. He hopes to have the reader understand the sadness and disappointment that comes with having to tell your child that the world is not built for you to succeed, and spark initiative within people who will make change a reality. Last year, another movie unique to its genre was released. This movie, however, was not met with the same anticipation and high expectations. A horror movie, Get Out, introduced a new perspective, to say the least. The main character, Chris, is invited to meet the parents of his girlfriend, Rose, for a weekend. Initially, Chris recognizes that his skin color may be an issue and prompts his girlfriend to take it into account before allowing him to come. She dismisses his concerns, insinuating that his color will have no effect on the way the weekend plays out. Chris brushes off his doubts and agrees to go nonetheless. His doubts proved to be legitimate as the entire weekend he would feel ostracized due to the color of his skin and would even have his life th reatened because of it. Oscar-winning writer Jordan Peele told this horror story knowing that it would evoke a feeling that is all too familiar to people of color. He expressed (although slightly exaggerating) the fear that comes with being the only person in the room who looks like you. Peele uses this fear as his tool for connecting the audience to the actor. Throughout the movie, there is an increasingly awkward aura that surrounds and corners the character. The unfamiliarity he feels begins to couple with the fact that he is the only one who is not on the same page. Mentally, he is reduced to a lamb in a house filled with wolves. He can never truly feel safe or relaxed because he is clearly the outsider. For a great portion of the movie, Chris is searching for something to put him at ease in an uncomfortable situation. On three separate occasions, he attempts to level with the only people of color he can find, as an escape from his girlfriend’s guests treating him like an exotic artifact or animal (Get Out 42:30- 44:00).In this particular situation, the audience is unaware that the guests are observing him and weighing his value. As the viewer follows Chris, they begin to understand how their comments may seem to have kind intentions but are patronizing or belittling. From the outside looking in, it is clear the guests’ comments are odd and a bit out of line. In the real world, this scenario is not an exaggerated turn of events. People are sometimes truthfully unaware when they are saying something offensive, especially in terms of race, gender, and other prevalent distinctions. By allowing those who may not usually be placed in this situation to experience it through the eyes of Chris, they can experience a scenario that showcases discomfort for minorities of all categories. Everybody is afraid of something. Even the bravest of people shiver at the thought of hearing that they need to complete a certain task. Fears vary from public speaking to slaying a dragon. In any case, it is something everyone has experienced. Knowing this, Get Out and Between the World and Me both grab the hearts of those who choose to open their ears. Coates fears for his son’s future because of the world he lives in. There will be too many scenarios in which he won’t have control over what happens to him. In particular, Coates discusses how expendable the â€Å"black body† is in America. With Trayvon Martin as his example, he explains to Samori Coates that his â€Å"body† is not valued as it should be. He is an outcast and the world would not care if something happened to him. Nearly identical, Chris is the outcast on a much smaller scale. Due to the fact that his material value outweighed his capabilities in the eyes of those who surrounded him, he was almost forced to fold to the wishes of those around him. This fear extends to the Black Panther universe as well. Wakanda is an isolationist country. They hide their rare and valuable resources (vibranium) from the world around them. They understand that in the event that other countries discover their secret, they will begin to weigh Wakanda’s material value as well. After being captured, Klaw, a secondary antagonist, begins to spread Wakanda’s secret (Black Panther 54:30- 56:45). He tells an American CIA agent about their massive hordes of vibranium and how it is used to power their nation. Since vibranium is the rarest, strongest, and most valuable resource in their world, Wakanda has used it to better their own nation. If other nations knew of this, that would only place more complications on their doorstep. Already, Klaw has shown that people would be willing to make weapons and further their own agendas with this material. Because of this, Wakanda has been forced into hiding, keeping them from acting out against injust ices such as slavery. Their vibranium would hold more value to others than the country itself, making them expendable. Expendability is a common theme displayed in these three works as it is overall how some people of color feel they are looked at in the bigger picture, and this scares us. Therefore, Jordan Peele, Ta Nehisi Coates, and Ryan Coogler shower this feeling over the viewer in the hopes that they can realize not only how the world views people of color, but how we view the world. These three depictions while moving towards similar goals, also take extremely different routes when it comes to getting their point across. Between the World and Me casts a large shadow of the world, showcasing that people of color are often insignificant when it comes to making a difference because we are not only too few in number but we lack power and capability. Get Out exemplifies the uneasiness of being colored in a world essentially run by white people. When you are surrounded by people who do not look like you, there is a lingering uncertainty that can make you uncomfortable in any setting. For example, towards the beginning of the movie, Chris and his girlfriend come into contact with a police officer after they hit a deer on the road (Get Out 12:20- 13:10). Even though Chris and Rose are the victims of a car accident, the police officer begins to antagonize Chris, going as far as to demand to see his license. As Chris begins to submit, Rose immediately grows more hostile, calling the officer out. Each character holds two different perceptions of the way things are, forcing them to react the way they do. Chris sees the world the way it is described in Between the World and Me. He understands that some things are unfair and out of his control, so to prevent the situation from escalating he concedes. Rose, however, does not. She realizes the discrimination taking place, and does not back down. She does not recognize any danger in becoming hostile with an armed officer, most likely due to her upbringing and perceptions of life around her. In response, the officer backs down. The audience is able to release a sigh of relief and almost smile as Chris was able to avoid tragic situations similar to those of Mike Brown or Philando Castile. Situations that have been a dark cloud hovering over our community stand as a constant reminder that life is not fair. In contrast, Black Panther is a movie where people of color are the majority, controlling a growing, profitable nation. In the world of Wakanda, there is a feeling of confidence and motivation seeing that people who look like you are responsible for great innovations. As opposed to being hindered by the world around you, they created and developed their own. This movie doesn’t seek to depict the struggles that people of color have, rather it seeks to be motivational.Wakanda is a representation of what we can be capable of if we put our minds to it, no matter what life consistently tries to embed in our minds. Similar to how Superman represents the best parts of human nature, the Black Panther is supposed to do this as well, but from a more relatable standpoint. These texts are extremely important to the current perception of Black America. The black perspective has not received an abundant amount of representation. Many movies where it was showcased, only glorify the negative s of the community. Black Panther and Get Out attempt to revise the lens in which we are viewed. No longer are we to be used to depict areas of low income; we can and will be used to depict characters worthy of being role models, and/ or relatable figures. In addition to revising the lens, great minds are now branching out and creating new ones. In a country where African Americans represent less than 15% of the American population, but nonetheless, represent just under 40% of the prison population, it is a breath of fresh air to have them viewed in a much more respectable and understandable light. In both movies, the protagonists are relatable. We fear with them, we fight with them, but most importantly, we can understand them. This is the goal of both Jordan Peele and Ta Nehisi Coates, who both understand how black people have perceived whether it be professionally or socially. By providing a lens for the viewer to see through the eyes of a person of color, they are contributing to a world with less discrimination. These three depictions of black culture are literally worlds apart. One is a nonfiction recalling, another is a realistic fiction horror story, and the last is a fictional fantasy. However, each of these three stories serve a common purpose. That purpose is to not only remedy but contextualize the black perspective. By putting our perspective on the forefront of everyone’s minds whether it be for two hours or two hundred pages, we hope to secure a future in which we are better understood and easier to relate to. In turn, the silent hatred that some may have for those who look different then they do, may finally evaporate. These pieces of art are more than just entertainment, they are a part of a movement, a movement to allow nothing less than equality.

French And German Soldiers In WWI Essays - English-language Films

French And German Soldiers In WWI Essays - English-language Films French and German Soldiers in WWI The first World War was a horrible experience for all sides involved. No one was immune to the effects of this global conflict and each country was affected in various ways. However, one area of relative comparison can be noted in the experiences of the French and German soldiers. In gaining a better underezding of the French experience, Wilfred Owen's Dulce et Decorum Est was particularly useful. Regarding the German soldier's experience, various selections from Erice Maria Remarque's All Quiet on the Western Front proved to be a valuable source of insight. A analysis of the above mentioned sources, one can note various similarities between the German and French armies during World War I in the areas of trench warfare, ill-fated troops, and military technology. Trench warfare was totally unbiased. The trench did not discriminate between cultures. This "new warfare" was unlike anything the world had seen before, millions of people died during a war that was supposed to be over in time for the holidays. Each side entrenched themselves in makeshift bunkers that attempted to provide protection from the incoming shells and brave soldiers. After receiving an order to overtake the enemies bunker, soldiers trounced their way through the land between the opposing armies that was referred to as "no man's land." The direness of the war was exemplified in a quotation taken from Remarque's All Quiet on the Western Front, "Attacks alternate with counter-attacks and slowly the dead pile up in the field of craters between the trenches. We are able to bring in most of the wounded that do not lie too far off. But many have long to wait and we listen to them dying." (382) After years of this trench warfare, corpses of both German and French soldiers began to pile up and soldiers and civilians began to realize the futility of trench warfare. However, it was many years before any major thrusts were made along the Western front. As soldiers past away, recruits were ushered to the front to replenish the dead and crippled. These recruits were typically not well prepared for the rigors of war and were very often mowed down due to their stupidity. Both the French and Germans were guilty of sending ill-prepared youths to the front under the guise that "It is sweet and fitting to die for one's country." (380) Owen's Dulce et Decorum Est is a prime example of this "false optimism" created by the military machine in France to recruit eager new troops to die a hero's death on the front lines. Remarque also alluded to the fact incompetent young recruits were sentence to death. In reference to the young recruits Remarque stated, "It brings a lump into the throat to see how they go over, and run and fall. A man would like to spank them, they are so stupid, and to take them by the arm and lead them away from here where they have no business to be." (383) Millions of French and German soldiers, both young and old lost their lives during this world-wide struggle for survival. It is not necessary for one to go through an intense amount of abstraction in order to note similarities in the weaponry each side employed during the first World War. "Bombardment, barrage, curtain-fire, mines, gas, tanks, machine-guns, hand grenades" were all weapons that served the same purpose. (383) It did not matter if these weapons were in the hands of German or French soldiers, they all indiscriminately dealt death to the opposition. Gas was a particularly horrid creation. It would seeming spring out of the ground without much notice and if one did not seek the security of a gas mask, dreams would be smothered "under a green sea" and as one solider stated (in reference to those who were caught up in the pungent clouds of death) "He plunges at me, guttering, choking, drowning." (380) Typical sights for soldiers on any given day were "men without mouths, without jaws, without faces; we find one man who has held the artery of his arm in his teeth for two hours in order not to bleed to death. (384) The destructive weapons of war contributed

6 Top College Interview Tips How to Prepare Effectively

6 Top College Interview Tips How to Prepare Effectively SAT / ACT Prep Online Guides and Tips Many of the top colleges either recommend or require interviews. To give yourself the best opportunity to make a good impression in your interviews, and to improve your chances of getting accepted to these schools, you should absolutely prepare for your interviews. In this article, I'll explain exactly how prepare for a collegeinterview, and I'll give you detailed college interview tipsthat should make you more comfortable and confident during the interview process. Introduction toCollege Interviews An interview provides the college with an opportunity to give you more information about the school and answer any of your questions about the school and the application process. Additionally, the interview gives the school an opportunity to learn more about you, your interests, and how you’ll be able to contribute to the school. Only a small percentage of colleges recommend or require an interview. Most large public universities don’t offer interviews because theysimply havetoo many applicants. Typically, the colleges that offer interviews are very selective private colleges. Check a college's website or contact the admission office to determine if interviews are offered and how to schedule one. Interviews can be on-campus, usually with an admissions representative, or off-campus near where you live, usually with a graduate of the college. Also, they can be evaluative, meaning that your interview impacts admission decisions, or they can be informational, meaning that they’re just designed to provide you with more information about the school or one of its programs. Two schools thatoffer evaluative interviews are Harvard and Princeton while Cornell and Vassar have informational interviews. Which Colleges Require Interviews? Check outthe complete list of colleges that require interviews to learn about all of the schools that recommend or require interviews. All of the Ivy League schools outside of Cornell either recommend or require interviews. Other colleges that recommend or require interviews include Duke, Emory, Bowdoin, University of Chicago, MIT, and Georgetown. Some colleges that offer optional interviews include Stanford, Tufts, Vanderbilt, and Vassar. Duke recommends interviews, and it has updated the look of its mascot. (Duke University Archives/Flickr) How to Set Up a College Interview Once you decide which schools you’re applying to, find out if they offer interviews. Also, you need to make a note of how and when to set up interviews. For schools that give interviews, you’ll often be contacted after you submit your application with information about setting up an interview. Generally, interviews are conducted in the fall if you're applying early, and they're conducted in the winter if you apply under regular decision.If you're given the option of having an interview, you should interview. Interviewing shows the school that you're genuinely interested in attending, and demonstrating interest can help your chances of gaining admission. Also, the interview gives the school an opportunity to learn more about you outside of what's in your application, and you get to learn more about the school. Why Do You Need to Prepare For an Interview? Most colleges stress that interviews are opportunities for the school to get to know more about you and for you to get to know more about the school. You may assume that because you know about yourself, there’s no real need to prepare. You may think that all you have to do is honestly answer the questions you’re asked. While it's true that you primarily just have to candidly answer questions about yourself, preparation can help youappear more confident and givemore thoughtful answers. Also, if you prepare, you'll be able to ask questions that demonstrate your interest in the school and show that you've done substantial research. Some additional preparation can help separate you from the thousands of students who are interviewing for these selective schools. If you prepare, you can be as confident as this guy. How to Prepare for a CollegeInterview Your preparation for your interviews consists ofthree major components: research, practicing answers to questions, and preparing questions to ask the interviewer. I’ll explain how to do all three and how they’ll benefit you during your interview. Step 1: Research the School Well before your interview, you should research as much about the school as possible. Focus your research on why the school would be a good fit for you and your needs. Because you should have done extensive research before you decided to apply, this should be mostly review and shouldn’t be too time-consuming. Consider how the school will be able to meet your needs and what you're looking for in a college. You can research anything of interest to you, whether it's related to academics, campus life, extracurriculars, study abroad programs, or athletics. If you want to pursue a specific major, you can learn about its course requirements, professors, and any special programs for students in that major. Use the school's website, college finders, search websites, and guidebooks to help you learn about the school. Your research will help you prepare for questions you may be asked, and it will help you come up with questions for your interviewer. Step 2: Prepare for Your InterviewAnswer Check out this article for a specific guide on the questions you should prepare for. Some common ones include: Why are you interested in this college? What are your academic strengths? What do you plan to be doing ten years from now? The questions you'll be asked pertain to your personality, character, goals, and why you think the school would be a good fit for you. To prepare, you should jot down some notes and practice your responses to the most common interview questions. Remember that the school wants to learn about what makes you unique. So, if you're asked about your greatest strength, don't just say that you're hardworking. That's a response that could be given by thousands of students. If you think you're especially diligent, you can reveal an anecdote that demonstrates your exceptional work ethic. Being able to give specific examples will make your answers much stronger and more believable. While it's not a bad idea to practice answering common questions, you don't want to try to memorize your answers or write them out word for word. You should appear conversational in the interview, and you don't want to have to stress about remembering the exact words of your prepared answers. Incorporate information from your research into your answer about why the school would be a good fit for you. Try to include information that's not too superficial or obvious. Don't just say you want to be a doctor and the school has a good pre-med program. Go into more depth. What about the pre-med program makes it a good program for you? What resources or classes that the school offers appeal to you? You can do a mock interview with a teacher, counselor, parent, or friend. Have somebody ask you common interview questions and practice responding as if you were in the interview. Step 3: Prepare Questions for Your Interviewer Remember that the interview is not only an opportunity for the interviewer to learn about you; it’s also an opportunity for you to learn more about the school. Asking questions shows you’re engaged and that you’re taking the college selection process seriously. Refer to this post for good questions to ask in an interview. I recommend preparing at least 2-3 questions. Here are a couple of examples of good questions: What advice would you have for me as an incoming freshman? I heard about (insert name of on-campus event). Have you participated? What's it like? Your questions should either be related to your research about the school, personal questions for the interviewer (but not inappropriately personal), or related to something the interviewer said or revealed during the interview. When you prepare questions, don't come up with questions that can be easily answered through basic research. Don't ask where the school is located or if it has a certain major. You should know the answers to those questions before the interview. Just like your answers to interview questions, your questions for the interviewer should be deeper and demonstrate thought. 3 College Interview Tips for the Day Of By the day of your collegeinterview, you should be extremely knowledgeable about the school, prepared to answer common interview questions, and have a few questions prepared for your interviewer. Here are some college interview tips to follow the day you interview. By this point, your hard work is mostly done, and now you get a chance to learn more about the school and show what a superstar you are. Tip 1: Dress Well When it comes to college interview attire, it’s better to err on the side of looking too formal than too casual. You want to appear like you’re taking the interview seriously, and you want to present yourself in a professional manner. Tip 2: Be Punctual I assume this goes without saying, but make sure you’re on time. Nothing gives a worse first impression than showing up late to a meeting. If something out of your control happens and you’re running late, contact the interviewer to let him/her know. Tip 3: Relax If you’ve made basic preparations and you’re polite to your interviewer, most likely, your interview will only be able to help your chances of admission. Also, so you don't stress too much, remember that the interview is only a minor factor in determining whether or not you're accepted to a school. Try your best to just be yourself. These colleges want to learn about you, so don't be overly worried about giving the "right" answers to questions. Give genuine answers and feel free to show your personality. What's Next? As you continue to research colleges and the college application process, make sure you know the complete application timeline and how many colleges to apply to. If you're striving to get into the most prestigious colleges, learn helpful tips from a Harvard graduate. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Organization People and Performance in Iberia Airlines Research Paper

Organization People and Performance in Iberia Airlines - Research Paper Example The firm adopts effective HRM strategies that call for first-class flight rewards to best employees. In so doing, the productivity of employees is maximized. Thus, employees are rewarded with respect to their performance. Additionally, the firm employs structural training system aimed at enhancing the quality of employees as well as enabling them to grow in their careers. The training strengthens the abilities and expertise of employees that enables them to handle more responsibilities while paving the humble way for promotion resulting in career growth (Asquith 2012, p.1). Communication plays a significant role in determining bonus and stock option as it calls for employees to be engaged in determining these issues especially when the pay rates are low when the firm is going through financial crisis. The aligned recruitment process to the cultural and strategic requirements of the company together with effective training and development initiatives makes the firm to enhance career g rowth of its employees. The reward system employed is formal since appraisal and promotion process goes through multiple channels thus making employees to be loyal productive and highly motivated. The rewards system in Iberia airline is based on performance and this motivates employees to perform better while fostering innovations in the firm.  On the aspect of workforce statistics, Iberia has a capacity of over 25,000 employees and flies to seventy nine destinations within thirty nine countries across the globe.