Leedsichthys - Facts and Figures

Leedsichthys - Facts and Figures Name: Leedsichthys (Greek for Leeds fish); pronounced leeds-ICK-thissHabitat: Oceans worldwideHistorical Period: Middle-Late Jurassic (189-144 million years ago)Size and Weight: 30 to 70 feet long and five to 50 tonsDiet: PlanktonDistinguishing Characteristics: Large size; semi-cartilaginous skeleton; thousands of teeth About Leedsichthys The last (i.e., species) name of Leedsichthys is problematicus, which should give you some clue about the controversy occasioned by this gigantic prehistoric fish. The problem is that, although Leedsichthys is known from dozens of fossil remains from around the world, these specimens dont consistently add up to a convincing snapshot, leading to grossly divergent size estimates: more conservative paleontologists venture guesses of about 30 feet long and 5 to 10 tons, while others maintain that superannuated Leedsichthys adults could attain lengths of over 70 feet and weights of over 50 tons. Were on much firmer ground when it comes to Leedsichthys feeding habits. This Jurassic fish was equipped with a whopping 40,000 teeth, which it used not to prey on the larger fish and marine reptiles of its day, but to filter-feed plankton (much like a modern Blue Whale). By opening its mouth extra-wide, Leedsichthys could gulp in hundreds of gallons of water every second, more than enough to cover its outsized dietary needs. As with many prehistoric animals discovered in the 19th century, the fossils of Leedsichthys were an ongoing source of confusion (and competition). When the farmer Alfred Nicholson Leeds discovered the bones in a loam pit near Peterborough, England, in 1886, he forwarded them to a fellow fossil hunter, who misidentified them as the back plates of a stegosaur dinosaur. The next year, during a trip overseas, the eminent American paleontologist Othniel C. Marsh correctly diagnosed the remains as belonging to a giant prehistoric fish, at which point Leeds made a brief career of excavating additional fossils and selling them to natural history museums. One little-appreciated fact about Leedsichthys is that its the earliest identified filter-feeding marine animal, a category that also includes prehistoric whales, to attain giant sizes. Clearly, there was an explosion in plankton populations during the early Jurassic period, which fueled the evolution of fish like Leedsichthys, and just as clearly this giant filter-feeder went extinct when krill populations mysteriously plunged at the cusp of the ensuing Cretaceous period.

3 Sentences with Disguised Subordinate Clauses

3 Sentences with Disguised Subordinate Clauses 3 Sentences with Disguised Subordinate Clauses 3 Sentences with Disguised Subordinate Clauses By Mark Nichol In each of the sentences below, a phrase that supports the main clause of the statement but should be distinct from it lacks an essential element that identifies it as a subordinate clause: a comma separating it from the main clause, thus obscuring the subordinate clause’s function. A discussion, followed by a revision, explains the solution to each sentence. 1. A hillside above the highway gave way showering the roadway with rocks. â€Å"Showering the roadway with rocks† is a subordinate clause describing the consequence of the hillside giving way, so the phrase should be set off from the main clause with a comma: â€Å"A hillside above the highway gave way, showering the roadway with rocks.† 2. The only way you survive is you continuously transform into something else. The transition from is to you seems awkward because there’s no grammatical continuity; in proper speech or writing, one simply does not use those two words consecutively. The solution? Because â€Å"The only way you survive is† is a subordinate clause, set it off from the main clause with a comma: â€Å"The only way you survive is, you continuously transform into something else.† Alternatively, insert the transitional pronoun that between the words, converting the subordinate clause into an integral part of the main (and only) clause: â€Å"The only way you survive is that you continuously transform into something else.† (Or revise the sentence to â€Å"The only way to survive is to continuously transform into something else.†) 3. Product defects that create a public health hazard will eventually be exposed to the light of day in the public arena and, when they are, the company pays the price. At first glance, this sentence may seem correct: An apparent parenthetical, â€Å"when they are,† is introduced into the sentence after the conjunction, seemingly modifying the phrase â€Å"the company pays the price.† But that concluding phrase is an independent clause- a grammatically complete statement that could stand on its own as a separate sentence- and â€Å"and when they are† is not a parenthetical, but a subordinate clause associated with it. Therefore, a comma should precede, not follow, the conjunction and, separating the two independent clauses. However, the second comma remains where it is to separate the clause subordinate to the second main clause: â€Å"Product defects that create a public health hazard will eventually be exposed to the light of day in the public arena, and when they are, the company pays the price.† (â€Å"When they are† may appear to serve both as a subordinate clause and as a parenthesis, but it is essential to the sentence, pertaining to the catalyst for the company’s comeuppance, so it cannot function in the latter role.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Anyone vs. EveryonePeople vs. Persons

How the 22nd amino acid is produced Essay Example | Topics and Well Written Essays - 750 words

How the 22nd amino acid is produced - Essay Example Even though it’s clear now that the amino acid is a product of enzymes involved reaction with two molecules of lysine, it’s important to know that the researchers are investigating if the molecule might be having complexity in its origin. Pyrrolysine is said to be very difficult to find in organisms and currently only a dozen of organisms posses it, interestingly its discovery was made in 2002 as being genetically encoded by methanogens; microbes that produce methane. The fact that it was first identified in the microbe have made the scientists to look back on the genetic code evolution.Pyrrolysine is now among the amino acids,22 in number that are used for protein synthesis. Protein synthesis involves the successive processes of gene transcription to messenger RNA that comes from the DNA molecule; it relays the genetical information from the nucleus to the cytoplasm where transport and ribosomal RNA carries out the process of translation to produce the required protein from a collection of three amino acids called codons (Kizycki, 2011). The understanding of how the amino acids are made, that is; its biosynthetic pathway provides an in depth knowledge of how amino acids productions can be made. How rare the amino acid is can also be of used (Kizycki, 2011) (Zhang, 2011) (Green-Church, 2011) to manipulate proteins as in the biomedical research, with its mode of synthesis well understood scientists can mimic the procedure to have mass production of other related amino acids for research purposes. The amino acid production process Lysine, other amino acids and some specific enzymes were combined and were anticipated that an intermediates would be produced, the intermediate is an amino acid that is produced during the biosynthetic process, the lysine were labeled so that when mass spectrometry was used it became heavier than the normal one, incidentally one signal produced by the instrumentation had a deviated mass that was attributed to the intermed iate. The biosynthesis of the new amino acid however comes with a surprise that its only precursor molecule is the other amino acid called lysine; this is also affirmed by the Microbiology professor Joseph Kizycki at the Ohio State University that they were not seeing the weird molecule but only the regular pyrrolysine from the two different amino acid they expected.pyrolysine was observed easily as it appeared with labeled lysine (Zhang, 2011). The process to arrive at the amino acid is considered to be very simple as it only involved only three chemical reactions though not all the chemical reactions were known or observed before. What is amazing with the new discovery is that only three enzymes and two molecules with the same origin constitute one molecule with a completely different from the initial molecules used to make it. In the molecule, a portion resembles the precursor completely, but when you compare with anther portion, enzymes are able to link and brings out a complete ly different molecule not been seen at all. The inconsistent nature of the pyrrolysine necessitated the use of mass spectroscopy to precisely analyze the mass of the particles that constitute it. The use of mass spe

W3D 590 perceive people Essay Example | Topics and Well Written Essays - 250 words

W3D 590 perceive people - Essay Example These aspects may render one perceive or view people positively or negatively. They affect the way one senses certain information before showing any impression. Therefore, there are several factors that commonly incite the way we perceive people. The first one is the mood state experienced by a person (Smith, 2013). Moods affects strongly on the way we perceive someone. We are able to think properly or make a positive impression of others when we are happy compared with times when we are depressed. When in undesirable mood, we are most probably going to evaluate others unfavorably than when in a positive mood state. An interviewer will make a good recommendation about a job applicant when his or her mood state is welcoming. The second factor is the attitude of the perceiver towards someone being perceived. The attitude that we have towards others affects the impressions we make on others. For example, if a male interviewer has a negative attitude on female that they are not capable to handle the job given, then his perception of a female job applicant will automatically be affected (Chris & Peter, 2014). The third one is the interests we have. Our attention, focus mostly appears to be affected by our interests which differ from one individual to the other. What one notices in situation may differ from what the other perceives. Before the interviewer makes any impressions, he or she will consider his or her interest in the job applicant. Self-concept is another factor that affects our thinking over others.Picking up traits in others will depend on our self-concept, one with a positive self-concept will always have positive attributes of others (Collela et al, 2010). Motive also affects the way we perceive. The interviewer who has an ill motive of a job applicant with better papers than him, he feels unsecured of his position. Fearing that the applicant might take his position will affect his perception. Another factor is knowledge,

From dependence to independence Essay Example for Free

From dependence to independence Essay A Taste Of Honey is a twentieth century play set in the 1950s. It is known as a kitchen-sink drama and was written by Shelagh Delaney at the age of 18 and was first performed in May 1958. A kitchen-sink drama originated in the literature in the 1950s and 1960s. Its aim is to create a true picture of the hard life and troubles of the working class life. In A Taste Of Honey the two main characters are always falling out with each other and the people around them. The conditions they live in are cramped and poor in bedsits or flats. An example of a kitchen-sink drama is in Look Back In Anger by John Osborne and Saturday Night And Sunday Morning by Alan Sillitoe. Plays and dramas in the fifties were performed for the middle and upper classes but then came the debut kitchen-sink drama; Look Back In Anger, which was aimed at the working class. A kitchen-sink drama play uses everyday common language to reflect the lives of the working class people portrayed. A Taste Of Honey is set in Salford, Manchester. It is about the life and relationship between a young girl, Jo, and her mother, Helen. They move around a lot, and have just moved into a shabby one-bedroomed flat in Salford. Helen is a semi-whore who lives off money which has been given to her by her men friends. Helen also drinks a lot. Jo is fifteen years old and she is very talented in an artistic way and enjoys drawing, but she blames her mother, who she refers to as Helen, for disrupting her education. Helen and Jo move into a shabby rented flat in Salford and its very cramped and small. Jo isnt happy but Helen doesnt mind. Jo tries to make the flat look and feel more liveable in by deciding to plant some bulbs. Helens not bothered though, and is happy that at least they have a roof over their heads. She has a what you see is what you get attitude towards life and lives by a day-to-day basis. Helen also uses a lot of sarcasm, for example, when Jo is complaining about the flat, Helen replies, Everything in it is falling apart, its true, and weve no heating- but theres a lovely view of the gasworks. Helen is a single parent and theres no mention of any relatives throughout the play. Single parent families were not accepted in the 1950s and if a couple wasnt married, it was seen as living in sin and frowned upon. A Taste Of Honey is aimed at adults and older teenagers as there is a lot of crude and rude humour and bad language, reflecting their working class lives for example, Helen: Take your bloody money and get out. Peter: Thank you. Helen: You dirty bastard. Also, teenage pregnancies, race and sexuality were big issues in the fifties. Homosexuality was a criminal offence, even if the couple were of a consent age. Many homosexuals were locked up, and underage sex was strongly frowned upon, and abortions were very difficult to obtain. Women had to resort to back-street abortions, which were very dangerous and could be fatal, so thats why there were a lot of teenage pregnancies. In the fifties, there were very few black people and they were given low paid jobs in the service industries and hospitals. These three issues are all part of the story. Jo has a teenage pregnancy, Jimmie is black, and Geof is homosexual. There were no equal opportunities, for example, men got paid more than women in exactly the same jobs. Housing conditions in Salford were poor. Most houses were small, cramped and dirty. Many rented bedsits or flats often shared amenities like bathrooms and toilets, and this is the case in A Taste Of Honey. We share a bathroom with the community and this wallpapers contemporary. What more do you want? In A Taste Of Honey, Jo doesnt call her mother mother. She calls her Helen. This shows that she doesnt have much respect for her mother and wishes to live her own life, and not to be ruled over by someone who is not a good mother figure. I think Jo is lonely, as she hasnt settled down in a school yet so she hasnt had the chance to make any friends. Helen also treats Jo as if she is just something thats there. She refers to Jo as she and her. Wouldnt she get on your nerves? Helen also drinks a lot, and even though Jo isnt treated as a real person, she still wishes her mother would stop. Drink, drink, drink, thats all youre fit for. With Jo wanting Helen to stop drinking, I think this shows that Jo is scared, that if the drinking carries on and Helen gets ill or something happens to her, then Jo will be alone. Helens favourite past-times, which Jo disapproves of, are her drinking habits and sleeping around. Helen is not a good mother and she knows this herself, Have I ever laid claim to being a proper mother? Helen hardly knows her daughter. This is made obvious when Jo decides to have a bath in the morning because its dark outside, and Helen replies, Are you afraid of the dark? whereas in any normal family, the parent would know if their child was afraid of anything with living with them for fifteen years. Jo hates school. She has been moved from school to school and never settled in any of them, so she cant be bothered with it, but she is very talented in drawing. When Helen finds some of Jos drawings, her only reply is, I thought you werent good at anything. Helen starts to encourage Jo by saying its very good, but then her sarcasm returns when she says, I think Ill hang this on the wall somewhere. Now, where will it be least noticeable? When we meet Peter, he enters with a cigar in his mouth. He seems very cocky and seems the sort of person who doesnt really care for other people, as he is self-centred. He keeps telling Jo to go away, and tells Helen to get rid of her, because he just wants Helen for sex. Jo doesnt want to leave the two alone, and keeps interrupting because she is afraid that Peter will get the attention off Helen that Jo has always wanted. Also, Jo knows that Helen will abandon her and go off with new men she meets, as she has done it before. When Helen goes out the room and Jo is left alone with Peter, she starts to question him. Jo sees some photographs in Peters wallet and demands to know who they are of. Can I see the other photos? She then starts to ask why hes marrying Helen and asks if he fancies her. Do you fancy me? I think she asks this because she knows that her mother is beautiful, and she gets lots of attention off men, so Jo wants to see if she could be just like her. Helen is somewhat an idol to Jo, because she always asks people if they think Helen is beautiful, and she wants to be just like her always getting attention from men. Jo, in a way, is jealous of Helen. I think Jo is fairly independent for her age, as she is certain about what she wants to do. She wants to leave school and start working as soon as she can. This shows that she acts older than she really is and is mature for her age. In scene 2, we are introduced to Jos boyfriend. In this part of the play, we know him as Boy, but later on we find out his name is Jimmie. He is a black sailor in the navy and he asks Jo to marry him. Boy is twenty-two, and Jo lies about her age and tells him she is eighteen. He questions her about what Helen will think about him because hes a coloured boy. Boy: She hasnt seen me. Jo: And when she does? Boy: Shell see a coloured boy. I think Boy is worried about meeting Jos mother, as racial prejudice was a big issue in the fifties. Jo tells him, though, that her mother is not prejudice and will not mind, but at the end of the play when Helen finds out that the baby will be black, she starts to get mad. When she finds out, she says, Oh dont be silly Jo. Youll be giving yourself nightmares. She thinks Jo is pulling her leg but she is serious. When she finally realises that it is true, she doesnt care what people will think of Jo, but what people will think of herself. Can you see me wheeling a pram with a Oh my God, Ill have to have a drink. Boy has to go away for six months, and he reassures her hell be back. I think Jo thinks she loves Boy, but doesnt expect him to return, because when he says he is going, Jo says her Hearts broke. Boy offers comfort by saying; You can lie in bed at night and hear my ship passing down the old canal. But when Boy starts to flirt with her in a naughty way, she says, I may as well be naughty while Ive got the chance. Ill probably never see you again. I know it. I dont think that its true love between Jo and Boy, as Jo is young and every time they say they love each other, their replies to one another is always how, and why. Boy: I love you. Jo: How do you know? Whereas if they really did love each other, they wouldnt ask for reasons why. Jos friend Geof, is very considerate and caring. We meet Geof in Act 2, Scene 1 after him and Jo have been to the fairground. Geof is a homosexual and he has been kicked out of his flat by the landlady because of this, so hes been spending time at Jos. By this time, it is summer and Jos pregnancy is obvious. Helen has moved out after marrying Peter and left Jo alone. Geof comes into Jos flat after the fair and is about to go but Jo literally begs him to stay. Geof, dont go. Dont go. Geof! I think Jo is scared to be alone, that she doesnt know what she would do alone with the birth getting nearer. Geof starts looking through Jos drawings and criticises them by saying he doesnt like charcoal and that the drawings are exactly like Jo, with no design, rhythm or purpose. When Geof starts telling Jo that a lot of money will be needed for the baby, she tries to ignore the fact that shes pregnant and tells Geof to shut up, but Geof isnt saying this to worry her, but to get her prepared and face reality. He cares for her and because Helen doesnt know about the pregnancy, Geof thinks she has a right to know that shes going to be a grandmother but Jo objects. Jos relationship with Geof is a love similar to that of a brother and sister, as he is more into looking after her. I think Jo really cares for him too, as she begs him to stay over and she has a laugh with him as well as being flirty at the same time. Jo: Do you like beer? Geof: Yes. Jo: Gin? Geof: Yes. Have you got some? Jo: No, but if I had, Id give it all to you. Id give everything I had to you. When Jo and Geof go to bed, Geof questions Jo about Jimmie. Geof: A black boy? Jo: From darkest Africa! A Prince. She exaggerates as though it was a dream, or a fairytale. Just before they go to bed, Jo laughs and tells Geof, Youre just like a big sister to me. A few months later, Jo and Geof are getting ready for the arrival of the baby and Geofs making a baby gown while Jo wanders about the room. It is not something that the audience would expect a man or brother to be doing. It would more likely be a sister. I think Jo is nervous because the birth is very near and she is restless. She is very excited when the baby kicks, and tells Geof. Jo always seems to flirt with Geof, playfully putting her arms around him, but when Geof is serious about him and Jo, she backs off. Geof: Let me kiss you. Jo: Let go of me. Leave me alone. I think this is where Jo becomes more mature and independent, as she knows what she wants. I think Ive had enough. Im sick of love. But then Jo realises that she cant really cope, that the baby is perhaps more than she can handle and her hormones are getting the better of her. Ill bash its brains out. Ill kill it. I dont want this baby, Geof. I dont want to be a mother. She realises that she wants Jimmie back, she misses him so much, and she wants the real father to her baby. Every Christmas Helen used to go off with some boyfriend or other and leave me all on my own in some sordid digs, but last Christmas I had him. Geof thinks he is only welcome in Jos flat until she finds her next Prince and in my opinion, Geof is hurt. When Helen comes to see Jo with Peter, Peter is prejudiced against Geof and calls him a fruit cake parcel. He is drunk and wants to go to the pub with Helen, and so he starts making his own fun by calling the flat Jo lives in, and calling Jo a slut. Jos attitude towards Geof towards the end of the play changes for the better. From the way they both talk to each other you can see they have both grown up. Jo is more open to Geof about her relationship with Helen. You know I used to try and hold my mothers hands but she always used to pull them away from me. She had so much love for everyone else but none for me. When Jo says that, it actually makes the audience feel sorry for her, and disgusted with Helen, because Jo didnt have a genuine mother figure. She also tells Geof about how Helen got pregnant with her. She tells him about how she was married to a Puritan, but wanted some fun so she had a frolic in a hay loft one afternoon with a daft man. This shows that she feels secure with Geof and more confident with him as she tells him everything that happened and wants him to feel sorry for her and to understand her because she didnt have a good childhood. Jo starts to value Geof, as she realises he cares more than Helen. At the end of the play, Helen tries to hint that she wants Geof to leave so she can move back in. she thinks she could look after Jo better than Geof, even after the months she has missed. There wouldnt be much room for two of us on the couch, would there? The only hint of love from Helen for Jo throughout the play is when Jo is having contractions and Helen strokes her hair, saying everything will be all right. This is the only time in the play when Helen is shown to be supportive of Jo. It shows Jo is independent and has matured, because when Helen doesnt know how to use the stove, Jo tells her, whereas this time last year, it was the other way around. When Geof leaves, and Helen finds out about the baby being black, she says shes going for a drink. This part reflects the beginning, when Helen abandons Jo at Christmas. Unfortunately just when Jo needs her mother the most, she leaves her yet again. When shes out the door, Jo leans against the doorpost, remembering the good times with Geof and smiling to herself, as she recites a rhyme that Geof taught her. This shows that she is now dependant on herself, and knows she can cope by herself, because she was left alone the year before, and knows she can do it again. Jos Taste Of Honey was when she met Jimmie, but in my opinion, I think her Taste Of Honey was the time she spent with Geof, because he taught her a lot of things in life, and throughout the play you can see how she has matured, and adopted a more serious attitude towards life.

My Family :: Personal Narrative essay about myself

Have you ever been influenced by some important person that helped you be the person that you are today? I have been. The people that have had influence on me are the most important humans beings, my family. But before I begin talking about my family, I want to describe to you the place that we spend most of the time together which also means something important to me and my family. This place is called the family room. This room is small but cozy. It is painted in white and has three windows decorated with beautiful curtains. By the windows you can appreciate a nice view of some beautiful trees and a nice pool. On the walls there are some family photos like the ones that show where my brothers and I were born, my graduation photo, some family members photos like my grandparents, and some paintings made by one of my brothers. Also inside this room there is a nice home theater that includes a nice stereo and TV, and a new compact computer. But this is not all, this room has some very comfortable furniture and I can say that they are comfortable because I use them to watch TV, a movie, or just sit and rest. Also the furniture is used by my brothers to sit and play nitendo, to study, or play with the computer. But from all this furniture there is one chair that is the most cozy chair that I have ever sat upon and that is my father's chair. So this is our room, which is very important to us and has a lot of special things, but the most special part of this room is when it brings my family together. I could begin the book of my life with a picture of my parents. They are important because they helped in my development. Also, they gave me the things that I needed to grow up in the moment that I needed and they still gave me everything that I needed to become somebody in the future. Among these things is the education that I have received all in my life, my basic needs like food, clothes, medicine, a place to live, and the most important thing, the love. Like for example, by being there when I needed somebody to talk to and giving me speeches when I do something wrong.

Assimilation of Native Americans Into Society Essay

â€Å"How different would be the sensation of a philosophic mind to reflect that instead of exterminating a part of the human race by our modes of population that we had persevered through all difficulties and at last had imparted our Knowledge of cultivating and the arts, to the Aboriginals of the Country by which the source of future life and happiness had been preserved and extended. But it has been conceived to be impracticable to civilize the Indians of North America – This opinion is probably more convenient than just. † (Henry Knox to George Washington 1970’s) Since the founding of The United States of America, the complication of dealing with the indigenous Native Americans has been prevalent. The opening quotation emphasizes the idea that our fathers grappled over what to do with the Indians since the founding of our country. Post colonial era Native Americans were discriminated against in a battle defined by â€Å"the white man versus the red man†. As American settlers and institutions expanded westward, the Indians were pushed aside not only by containing them in reservations but were often disregarded as Americans from the â€Å"civilized† and educated white American. These prejudices even came from far up the totem pole in Washington. The politics in the 19th century American Government regarding the indigenous people were defined by an era of the â€Å"Americanization of the Native American people†. This analytical research paper will address the issue of Native American assimilation and display how the efforts made by the American Government failed to shed a positive light on the indigenous people. It will also explore the founding of specific schools for Indian children, namely the Carlisle Indian Industrial School for Native Americans. The school was intended to integrate Indian children into western society by educating them and transforming their cultural beliefs. Although founder Richard Henry Pratt had good intentions for the school, it ended up doing more destruction to the Indians than success assimilating them into American society. Before the assimilation of Indians can be fully understood, the history of the segregation of the red man must be established. â€Å"Before the Civil War it had been possible to imagine that Indians and whites could remain permanently separate from on another† The national census of this time was that the minority ethnic groups did not belong in the same category as the â€Å"Americans†, and that they should remain a separate existence. The general idea was that separation was the easier and â€Å"safe† way to deal with the ethnic differences rather than entering into a group conflict. Native Americans were easier to separate into cultural groupings, because they were the ones who chose to do so. Blacks, Irish, and Native Americans alike, Hoxie asserts, â€Å"In this compartmentalized society, minority groups welcomed the opportunity to be socially isolated and culturally autonomous. † As the whites expanded westward eventually towards California and Oregon, the separation between the two ethnic groups would no longer be possible. The natives, who once claimed the North American continent as their own, were different from the generality of Americans. They were known as the â€Å"others†. Eventually, with the help of the Indian Removal Act of 1830, the Indians were pushed back to the west and there was a line known as the â€Å"Indian frontier†. This land came with a promise that the white man would not desire this land for generations. But as the nation expanded, the indigenous people were forced onto smaller and smaller reservations, which restricted them economically. They were mostly restricted from food and other resources. Brenda J. Child emphasizes this in her book Boarding School Seasons as she makes claims that the Ojibwe once made a lucrative profit farming rice, but â€Å"were left with a fair amount of swampland after their allotments had been made†¦Few Nett Lakers were able to maintain adequate gardens, but traditional subsistence activities, tourism, and off reservation labor maintained the band. † As the struggle to maintain their niche increased, Indians would either have to conform to society, or they would be crushed by it. The early relationship between Indians and whites was defined more like a war than the whites trying to work the Indians into society. Indian territories were often viewed as their own sovereign states rather than occupied American territory. Treaties were often agreed upon in order to separate the red man from the white. â€Å"Humanitarians believed that separation would reduce the level of violence on the frontier and provide Indians with enough time to become civilized† However, the civilization of Indians into American society would not happen on its own once the ethnic groups were separated. Political action groups such as the Friends of the Indian were formed. These groups as well as government officials started to change their beliefs into those that the American Indians should be assimilated. Paul Prucha mentions in the introduction of his book that â€Å"government officials and well meaning humanitarians and missionaries had had a hand in the operation and had sought the welfare of the Indians in their attempts to civilize and Christianize them, bringing them into conformity with the patterns of life that marked the white existence. † The goal of these advocates was not only to destroy the Indian and save the American; but more importantly they sought the ideal that assimilated Native Americans would be proof that America was an â€Å"open† society and that by gratifying the wishes of society they could acquire social equality. Henry L. Dawes was one of the outstanding figures leading the Indian policy reform in the 19th century. Dawes served in the United Government; throughout his career he was a congressman, senator, and eventually chairman of the Senate Committee on Indian Affairs. He was an advocate for the allotment of land to the Indians, and the assimilation of the indigenous people into the non-Indian mainstream. He proposed the Dawes Act of 1887, which encouraged Indians to farm by â€Å"allotting† the head of house 160 acres of land. The land was private property, and small portions of it could be shared with members of the family. Dawes held strong opinions for the assimilation of Indians into white man’s society, as he proclaimed in a speech to an Indian reform group in 1884, â€Å"it were worth while to consider whether we could not make something out of him, and for the first time in the whole history of our dealings with the Indians, within a few years, we have attempted to make something out of him. † In this speech he argues that the methods of â€Å"waging war† against the Indian has been failing, and was taking the lives of both the Indian and the white man. Instead he proposes that they be assimilated, and that the Native Americans can be useful in society. He later touches on educating the Native American children, stating, â€Å"Take him as you do other children, and bring him up as you do other children. † Education then becomes a major factor in the assimilating the Native American people. The Idea that targeting the younger generation of the Indian population and shaping them into the mold of an educated white man became prevalent in assimilation techniques. â€Å"Education of the Indians was the ultimate reform† An increase of immigrants from Europe reflected a growing public support for education. Thus, if the children of the Indian were educated, they would catch on in American society and pave the way for future generations. Richard Henry Pratt was an outstanding figure in the Americanization of Native Americans. As a veteran of the Civil War, Pratt fought both alongside and against Indian warriors. He was a proponent of educating the tribal people in order to â€Å"kill the Indian, save the man†. He was well aware of the capabilities of the Indian following his tour of duty with them on the battlefield. When the war was over, Pratt insisted that he took a group of Indian prisoners to Fort Marion in Florida and educate them as well as assimilating them into American culture. He had remarkable success as he educated them in English, Christianity, art, and culture. What brought the success was that he found work for the Indians around the predominately white St. Augustine area. â€Å"He interested white benefactors in his cause and persuaded his army superiors to assign him to the work of Indian education, where he could promote and expand the approach to Indian assimilation that he had begun so dramatically at fort Marion. † Pratt’s motif was straightforward: he wanted complete integration of the Indians into white society, and all of his actions were submitted towards that goal. His next project, The Carlisle Indian Industrial School, was by far his most famous and also controversial way of implementing Indians into society. His idea was to transform the abandoned Carlisle Military Barracks in Carlisle, Pennsylvania into a boarding school for Native Americans. It wasn’t hard to persuade the government to jump on board with his idea, â€Å"Said that the government was about to adopt a new policy with the Indians; that it believed the Indian youth capable of acquiring the same education and industries as our white youth† However, it was relatively difficult to persuade chiefs of various tribes to send their children away with Pratt. In his autobiography, Pratt tells a story about going out west to propose his idea to a chief named spotted tail and after his proposal he receives the response, â€Å"We are not going to give any children to learn such ways† Pratt refutes and claims that if it weren’t for the Indians ignorance and lack of education, the American Government would not be able to take advantage of the tribes if they were educated. The chiefs reconvened and after discussing decided to send their children. In a way, Pratt used slander to get the Indians to give up their children by telling them the kids would come back and contribute. However, Pratt did not want this, as his intentions were to fully integrate the red man into society. The Carlisle Boarding School was founded in 1879. It started with about a hundred Indians and over time expanded to about a thousand. It admitted both boys and girls. Upon arrival, students were required to disrobe from their native clothes and cut their hair. The cloths were shoddy, and Pratt mentions, â€Å"It was the shoddiest of shoddy clothing. † This was the first step towards the transformation to white culture. Although students were provided with an education, daily life was rough for students at Carlisle. Students had to wake early and drill. School schedules were grueling, and the students were often underfed. Sometimes the school seemed like more a labor camp as they were instructed to perform tasks such as â€Å"The authority came, and, directed by the carpenter, the Indian boys dug the holes, set up the post, nailed on the rails and slats, and we soon had a substantial barrier which remained a satisfactory protection during my superintendency. † The school may have taught Indians mechanical and agricultural skills as well as providing an education, but it definitely was not as successful as Pratt Envisioned. There were many successes in the founding of the Carlisle Indian Industrial School, but there were more mishaps. Advocates for boarding schools such as Pratt argued that the separation of Indian children from their families in combination of industrial training would reduce the tribalism in the individual. Brenda J. Child proposes, â€Å"One of the worst ideas about how to best solve the â€Å"Indian problem† mandated the separation of American Indian families. † Homesickness was extremely common in Indian boarding school students, and often led to the students back lashing against authority, or running away from the school. Sickness and death was also a very serious problem at boarding schools. â€Å"Crowded conditions are the perfect medium for the spread of disease. Small pox, chicken pox, diphtheria, tuberculosis, and the common cold killed many of these children and crowding helped spread the diseases to the rest. † Students with serious sicknesses were often sent home because if they died at the school, their reputation would be devastated. The problems seemed to outweigh the advantages at boarding schools, and these factors contributed to the eventual dismissal of Richard Henry Pratt from the Superintendent position. Because Native Americans have always been distinctly different from the rest of society, efforts to assimilate Indians completely into society have been abandoned. There have still been assimilation efforts in the twentieth century, but the ideals behind them have changed. The effort to â€Å"kill the Indian, save the man† has been deemed impossible. Indian schools are successful in theory, but there is a reason that they failed and that Pratt’s unrealistic dream did not come true. Some argue that the efforts by reformers such as Dawes and Pratt were successful, but the truth is that many failures come with successes. As George Washington states, â€Å"When one side only of a story is heard and often repeated, the human mind becomes impressed with it insensibly. † Bibliography Primary Sources Pratt, Richard H. Battlefield and classroom: four decades with the American Indian, 1867-1904. Oklahoma: University of Oklahoma Press, 2004. Coleman, Michael C. American Indian Children at School, 1850-1930. n. d. Child, Brenda J. Boarding School Seasons: American Indian Families, 1900-1940. Lincoln: University of Nebraska Text, 1998. Hoxie, Frederick E. A Final Promise: The Campaign To Assimilate The Indians, 1880-1920. Cambridge: Cambridge University Press, 1984. Prucha, Francis P. The Great Father: The United States Government and the American Indians. Vol. 2. N. p. : University of Nebraska Text, 1984 Duran, Eduardo, and Bonnie Duran. Native American Postcolonial Psychology. Albany: State University of New York Press, 1995. Prucha, Francis P. Americanizing the American Indians: Writings by the â€Å"Friends of the Indian† 1880-1900. Cambridge, Massachusetts: Harvard University Press, 1973 Lee, John. â€Å"Reports of Indian Schools. Annual Report. Washington, D. C: Office other Commissioner of Indian Affairs. † From Library of Congress, American Indians of the Pacific Northwest. (1886) Leupp, Francis E. â€Å"Report of the Commissioner of Indian Affairs. Annual Report. Washington, D. C: Office of the Commissioner of Indian Affair. † Library of Congress, American Indians of the Pacific Northwest (1908) Dawes, Henry L. â€Å"Solving the Indian Problem. † Fifteenth Annual Report of the Board of Indian Commissioners (1883): 69-70. Morgan, Thomas J. â€Å"Supplemental report on Indian Education. † House Executive Document 1, no. 2 (n. d. ): 93-104. Schultz, Jeffrey D. Encyclopedia of Minorities in American Politics : Volume 2, Hispanic Americans and Native Americans. Westport: Greenwood Press, 2000. Secondary Holm, Tom. Great Confusion in Indian Affairs : Native Americans and Whites in the Progressive Era. Austin, TX: University of Texas Press, 2005. Simonsen, Jane E. Making Home Work : Domesticity and Native American Assimilation in the American West, 1860-1919. Chappel Hill: UNC Press, 2006. authorsden. com . â€Å"WHAT WERE BOARDING SCHOOLS LIKE FOR INDIAN YOUTH?. † Hetzel, Theodore B. â€Å"WE CAN LEARN FROM AMERICAN INDIANS. † Journal of American Indian Education 4, no. 3 (1965) â€Å"The Indian School at Chemawa. † The West Shore 13, no. 1 (1887): 5-12. Davis, Julie. â€Å"American Indian Boarding School Experiences: Recent Studies from Native Perspectives. † OAH Magazine of History Vol. 15, No. 2, 2001, 20-22. Fear-Segal, Jackie. â€Å"Boarding School Seasons: American Indian Families, 1900-1940 by Brenda J. Child. † Journal of American Studies 34, no. 1 (2000): 160-161. Hoerig, Karl A. â€Å"Remembering Our Indian School Days: The Boarding School Experience. † Away from Home: American Indian Boarding School Experiences by Margaret L. Archuleta; Brenda J. Child; K. Tsianina Lomawaima (2002): 642-646.

Job Analysis and Job Design Essay

Job analysis—The procedure for determining the tasks and responsibilities of each a job, and the human attributes (in terms of knowledge, skills, and abilities) required to perform the job. The outcomes of job analysis will be: Job description (what the job entails), Job specifications (what the human requirements are needed for the job). Job analysis is something called the cornerstone of HRM, because the outcomes of job analysis (job descriptions and job specifications) are the basis for most of the interrelated HRM activities, including recruitment and selection, HR planning, training, performance appraisal, pay and benefits, health and safety, labour relation, and so on (you can think about more areas). The Phases and Steps in Job Analysis Phase One: Preparation for job analysis 1. Step 1: Familiarize with the organization and its jobs 2. Step 2: Determine uses of job analysis information 3. Step 3: Select representative jobs to be analysis. Phase 2: Collection of job analysis information 4. Step 4: Determine sources of job data (Human and nonhuman sources) 5. Step 5: Data collection instrument design (Job analysis schedules) 6. Step 6: Choice of method for data collection (interview, observation, questionnaire, etc.) 7. Step 7: Develop a job descriptions and job specifications. Phases 3: Use of Job analysis Information (for other HR management areas) Methods of Collecting Job Analysis Information Collecting job analysis data usually involves a joint effort by an HR specialist, the incumbent, and the jobholder’s supervisor. Job analysis techniques can be categorized into 2 groups: Qualitative methods and quantitative methods. Qualitative methods mainly include 1) Interview, including individual interview, group interview, and supervisory interview 2) Questionnaires—having employees fill out questionnaires to describe the job related information (See Figure 2-4, P. 62-63 of the text) 3) Observation it is useful when jobs consist mainly of observable physical activities. 4) Participant diary/log – Asking employees to keep a diary/log or a list of what they do during the day. Quantitative methods mainly include 1) Position Analysis Questionnaire (PAQ) Very structured job analysis questionnaire Contains 194 items, each of which represents a basic element Provides quantitative job score on five dimensions of job requirements: having decision-making, communication, or social responsibilities performing skilled activities being physical active operating vehicles/equipment processing information Results from PAQ can be used to compare jobs and help determine appropriate pay level. 2) Functional Job Analysis (FJA), a quantitative job analysis method for classifying jobs based on : types and amounts of responsibilities for three functions: data, people, and things the extent to which instructions, reasoning judgment verbal/language facilities required It also identifies performance standards and training requirements. 3) The National Occupational Classification (NOC) –See P. 67-68 of the text Complied by the Human Resources Development Canada An excellent source of standardized job analysis information, containing comprehensive description of approximately 20,000 occupations. A reference tool for writing job descriptions and job specification It’s counseling component: Career Handbook. Classifying system of NOC (See the website: http://www.hrsdc.gc.ca/eng/jobs/lmi/noc/index.shtml) Major group –identified by two digital numbers. Minor group –identified by one digital number Unit group –identified by one digital number Writing Job Descriptions A job description needs to tell: What the jobholder actually does, How he or she does it, and Under what conditions the job is performed The 6 Basic Element of Job Description (See example in Figure2-6, P. 66 of the text): 1) Job identification Job title Department Report to Job status 2) Job summary—describing the nature of the job, listing only its major functions or activities. 3) Duties and responsibilities 4) Authority 5) Performance standards 6) Working conditions Writing Job Specification The 6 basic element of job specification: 1) Job identification * 2) Job summary * Skill factors: Experience 3) Specific skills Education level 4) Effort factors Physical demands Mental demands 5) Working conditions * Notes: items with a â€Å"*† can be the same and combined with those in job descriptions. Job Design Job Design—the process of systematically organizing work into tasks required to perform a job Job Design Considerations (also refer to PowerPoint slides) Organizational considerations Ergonomic considerations Employee considerations (considering human behavioual aspects) Environmental considerations In the history of job design, people usually follow two schools of thinking: 1) To simply the jobs. This practice emphasizes the efficiency of production but pays concern in workers’ well-being 2) To enrich the jobs. This practice emphasizes both efficiency and workers’ needs and well-being The Job Characteristics Model (JCM) To understand this model, we need to understand the basic dimensions and  their relationship to psychological states and work outcomes –See Page 77-78 of the text. The 3 critical psychological states The basic theory underlying the model is that desirable outcomes both for the person, in terms of internal satisfaction and motivation, and for the organization, in terms of high quality performance and low absenteeism and turnover, will result only if the worker can achieve three critical psychological status: 1. The work must be experienced as meaningful, worthwhile, or important. 2. The worker must experience that he or she is personally responsible for the work outcome, that is, accountable for the product of his or her efforts. 3. The worker must be able to determine in some regular and reliable way how his or her efforts are coming out, what results are achieved, and whether or not they are satisfactory. The core job characteristics are then derived by observing what kinds of job characteristics are more or less likely to lead to the desired psychological states. The 5 Core Job Characteristics 1) Skill variety – using different skill and talents to complete a variety of work activities. 2) Task identity – the degree to which a job requires completion of a whole or identifiable piece of work. 3) Task significance – the degree to which the job has a substantial impact on the organization and /or larger society. 4) Autonomy – the degree to which a job gives employees the freedom, independence, and discretion to schedule their work and determine the procedures to be used to complete the work. 5) Job feedback – the degree to which employees can tell how well they are doing based on direct sensory information from the job itself. The Relationship between the above Theories and Management Strategies can be reflexed by various job design strategies as listed below: Strategies for enriching jobs: Based on the Job Characteristics Model, we can employ the job design strategies of: Job rotation –arrange employees to rotate to different job  during a certain period of time. Job enlargement- put more related tasks into a job to make it larger. Job enrichment- let employees have more autonomy and involve in thinking aspects of the jobs. Employee involvement and work teams Use of job families in HR Decisions Increasing job flexibility –cognitively complex, more team-based, more dependent on social skills and technological competence, time pressured, mobile, and less dependent on geography Self-study requirements: Read Chapters 2 and 3 of text Visit the website of National Occupational Classification

The Battle of Rhode Island in the American Revolution

The Battle of Rhode Island in the American Revolution The Battle of Rhode Island was fought August 29, 1778, during the American Revolution (1775-1783) and was an early attempt at a combined operation between American and French forces. In the summer of 1778, a French fleet led by Admiral Comte dEstaing arrived on the American coast. It was decided this force would join with Major General John Sullivans command to recapture Newport, RI. Due to intervention by the Royal Navy and damage sustained by a storm at sea, dEstaing withdrew from the operation leaving Sullivan to confront the British alone. Unable to execute the operation without French support, he withdrew up Aquidneck Island with Newports garrison in pursuit. Assuming a strong position, Sullivan fought a successful defensive battle on August 29 before his men departed the island. Background With the signing of the Treaty of Alliance in February 1778, France formally entered the American Revolution on behalf of the United States. Two months later, Vice Admiral Charles Hector, comte dEstaing departed France with twelve ships of the line and around 4,000 men. Crossing the Atlantic, he intended to blockade the British fleet in Delaware Bay. Leaving European waters, he was pursued by a British squadron of thirteen ships of the line commanded by Vice Admiral John Byron. Jean Baptiste Charles Henri Hector, comte dEstaing. Public Domain Arriving in early July, dEstaing found that the British had abandoned Philadelphia and withdrawn to New York. Moving up the coast, the French ships assumed a position outside New York harbor and the French admiral contacted General George Washington who had established his headquarters at White Plains. As dEstaing felt that his ships would be unable to cross the bar into to the harbor, the two commanders decided on joint strike against the British garrison at Newport, RI. Fast Facts: Battle of Rhode Island Conflict: American Revolution (1775-1783)Dates: August 29, 1778Armies Commanders:AmericansMajor General John SullivanMajor General Nathanael GreeneMajor General Marquis de Lafayette10,100 menBritish Major General Sir Robert Pigot6,700 menCasualties:Americans: 30 killed, 138 wounded, and 44 missingBritish: 38 killed, 210 wounded, and 12 missing Situation on Aquidneck Island Occupied by British forces since 1776, the garrison at Newport was led by Major General Sir Robert Pigot. Since that time, a standoff had ensued with British forces occupying the city and Aquidneck Island while the Americans held the mainland. In March 1778, Congress appointed Major General John Sullivan to oversee the Continental Armys efforts in the area. Assessing the situation, Sullivan began stockpiling supplies with the goal of attacking the British that summer. These preparations were damaged in late May when Pigot conducted successful raids against Bristol and Warren. In mid-July, Sullivan received word from Washington to begin raising additional troops for a move against Newport. On the 24th, one of Washingtons aides, Colonel John Laurens, arrived and informed Sullivan of dEstaings approach and that the city was to be the target of a combined operation. To assist in the attack, Sullivans command was soon augmented by brigades led by Brigadier Generals John Glover and James Varnum which had moved north under the guidance of the Marquis de Lafayette. Swiftly taking action, the call went out to New England for the militia. Heartened by news of the French assistance, militia units from Rhode Island, Massachusetts, and New Hampshire began arriving at Sullivans camp swelling the American ranks to around 10,000. Major General Nathanael Greene. Photograph Source: Public Domain As preparations moved forward, Washington dispatched Major General Nathanael Greene, a native of Rhode Island, north to aid Sullivan. To the south, Pigot worked to improve Newports defenses and was reinforced in mid-July. Sent north from New York by General Sir Henry Clinton and Vice Admiral Lord Richard Howe, these additional troops increased to the garrison to around 6,700 men. The Franco-American Plan Arriving off Point Judith on July 29, dEstaing met with the American commanders and the two sides began developing their plans for assaulting Newport. These called for Sullivans army to cross from Tiverton to Aquidneck Island and advance south against British positions on Butts Hill. As this occurred, the French troops would disembark on Conanicut Island before crossing over to Aquidneck and cutting off the British forces facing Sullivan. This done, the combined army would move against Newports defenses. Anticipating an allied attack, Pigot began withdrawing his forces back to the city and abandoned Butts Hill. On August 8, dEstaing pushed his fleet into Newport harbor and began landing his force on Conanicut the next day. As the French were landing, Sullivan, seeing that Butts Hill was vacant, crossed over and occupied the high ground. The French Depart As French troops were going ashore, a force of eight ships of the line, led by Howe, appeared off Point Judith. Possessing a numerical advantage, and concerned that Howe could be reinforced, dEstaing re-embarked his troops on August 10 and sailed out to battle the British. As the two fleets jockeyed for position, the weather quickly deteriorated scattering the warships and badly damaging several. While the French fleet regrouped off Delaware, Sullivan advanced on Newport and began siege operations on August 15. Five days later, dEstaing returned and informed Sullivan that the fleet would be immediately departing for Boston to make repairs. Incensed, Sullivan, Greene, and Lafayette pleaded with the French admiral to remain, even for just two days to support an immediate attack. Though dEstaing desired to assist them, he was overruled by his captains. Mysteriously, he proved unwilling to leave his ground forces which would be of little use in Boston. Marquis de Lafayette. Photograph Source: Public Domain The French actions provoked a flurry of irate and impolitic correspondence from Sullivan to other senior American leaders. In the ranks, dEstaings departure sparked outrage and led many of the militia to return home. As a result, Sullivans ranks rapidly began to deplete. On August 24, he received word from Washington that the British were preparing a relief force for Newport. The threat of additional British troops arriving eliminated the possibility of conducting a protracted siege. As many of his officers felt a direct assault against Newports defenses was unfeasible, Sullivan elected to order a withdraw north with the hope that it could be conducted in a way that would draw Pigot out from his works. On August 28, the last American troops departed the siege lines and retreated to a new defensive position at the northern end of the island. The Armies Meet Anchoring his line on Butts Hill, Sullivans position looked south across a small valley to Turkey and Quaker Hills. These were occupied by advance units and overlooked the East and West Roads which ran south to Newport. Alerted to the American withdrawal, Pigot ordered two columns, led by General Friedrich Wilhelm von Lossberg and Major General Francis Smith, to push north to harry the enemy. While the formers Hessians moved up the West Road towards Turkey Hill, the latters infantry marched up the East Road in the direction of Quaker Hill. On August 29, Smiths forces came under fire from Lieutenant Colonel Henry B. Livingstons command near Quaker Hill. Mounting a stiff defense, the Americans forced Smith to request reinforcements. As these arrived, Livingston was joined by Colonel Edward Wigglesworth’s regiment. Major General Francis Smith. Public Domain Renewing the attack, Smith began to push the Americans back. His efforts were aided by Hessian forces which flanked the enemy position. Falling back to the main American lines, Livingston and Wigglesworths men passed through Glovers brigade. Probing forward, British troops came under artillery fire from Glovers position. After their initial attacks were turned back, Smith elected to hold his position rather than mount a full assault. To the west, von Lossbergs column engaged Laurens men in front of Turkey Hill. Slowly pushing them back, the Hessians began to gain the heights. Though reinforced, Laurens was ultimately forced to fall back across the valley and passed through Greenes lines on the American right. Colonel John Laurens. Public Domain As the morning progressed, the Hessian efforts were aided by three British frigates that moved up the bay and began firing on the American lines. Shifting artillery, Greene, with assistance from American batteries on Bristol Neck, was able to force them to withdraw. Around 2:00 PM, von Lossberg began an assault on Greenes position but was thrown back. Mounting a series of counterattacks, Greene was able to regain some ground and compelled the Hessians to fall back to the top of Turkey Hill. Though fighting began to subside, an artillery duel continued into the evening. Aftermath The fighting cost Sullivan 30 killed, 138 wounded, and 44 missing, while Pigots forces sustained 38 killed, 210 wounded, and 12 missing. On the night of August 30/31, American forces departed Aquidneck Island and moved to new positions at Tiverton and Bristol. Arriving at Boston, dEstaing was met with a cool reception by the citys residents as they had learned of the French departure through Sullivans irate letters. The situation was improved somewhat by Lafayette who had been sent north by the American commander in the hopes of securing the fleets return. Though many in the leadership were angered by the French actions at Newport, Washington and Congress worked to calm passions with the goal of preserving the new alliance.

Fecha de prioridad para obtener la green card

Fecha de prioridad para obtener la green card Tu fecha de prioridad es el dà ­a en el USCIS recibià ³ tu peticià ³n para una tarjeta de residencia. Es un dato importantà ­simo para saber cundo tendrs disponible una visa de inmigrante para ti. Si eres esposo/a, hijo soltero menor de 21 aà ±os, padre o madre de un ciudadano americano tu fecha de prioridad aparece en el documento en el que el USCIS confirma que ha recibido la aplicacià ³n. Pero realmente no es importante a estos efectos. Para ti no hay là ­mite anual en el nà ºmero de visas que se pueden conceder. Por lo tanto,  para ti no aplica el resto del artà ­culo. Por el contrario, si eres: cà ³nyuge de un residente permanente legalhijo soltero menor de 21 aà ±os de un residente permanentehermano de un ciudadanohijo soltero mayor de 21 aà ±os de un ciudadanohijo casado de cualquier edad de un ciudadano entonces sà ­ que la fecha de prioridad es muy importante para tu caso. Sigue leyendo. Los cupos anuales para tarjetas de residencia por razà ³n de familia Si ests en uno de los casos anteriores, para cada aà ±o fiscal hay un là ­mite en el nà ºmero de tarjetas de residencia que se pueden aprobar para cada categorà ­a de peticià ³n por razà ³n de familia. Pero como el nà ºmero de solicitudes que se presentan anualmente es superior al nà ºmero de tarjetas de residencia disponibles esto hace que se produzca aà ±o tras aà ±o una acumulacià ³n de casos. Y se resuelven por estricto orden de presentacià ³n de la solicitud para cada categorà ­a. Y aquà ­ es donde entra en juego la fecha de prioridad. Cà ³mo se sabe si tienes que seguir esperando o si ya hay una visa disponible para ti Tienes que saber tres cosas: tu fecha de prioridad. Puedes verla en el NOA2tu paà ­s de nacimiento. Y si es Mà ©xico, China, India o Filipinas ver si te puede aplicar un cambio de paà ­s (alternative chargeability)tu categorà ­a Las categorà ­as son estas: cuando el que pide a un familiar es un ciudadano americano: Categorà ­a F1, cuando el beneficiario es un hijo del ciudadano y reà ºne estos dos requisitos: es mayor de 21 aà ±os y est soltero o es viudo o divorciado.Categorà ­a F3, cuando el aplicante es un hijo de un estadounidense y est casado. No importa la edad.Categorà ­a F4, cuando la tarjeta de residencia se solicita para un hermano de un ciudadano. Estos son 10 pasos para este tipo de solicitud, que da una idea clara de quà © se hace en cada momento y de dà ³nde se producen las demoras. Cuando el que pide la tarjeta de residencia para un familiar es un residente permanente legal: Categorà ­a F2A, cuando el beneficiario es el marido o la mujer de un residente o un hijo menor de 21 aà ±os que est soltero.Categorà ­a F2B, cuando se solicita para un hijo soltero del residente permanente que tiene ms de 21 aà ±os. En este caso debe estar soltero, viudo o divorciado. En otras palabras, los residentes permanentes no pueden solicitar una tarjeta de residencia para los hijos casados. Una vez que sabes esos tres datos debes hacer los siguiente: Cada mes, a partir del dà ­a 8 aproximadamente, el Departamento de Estado publica en el Boletà ­n de Visas las fechas de corte (cut-off) para cada categorà ­a de visas de inmigrante para el mes siguiente.   Entonces, lo que tienes que hacer es buscar tu categorà ­a (f1, f2a, f2b, f3 o f4) y mirar la columna de Mà ©xico, si has nacido allà ­, o la del resto del mundo, si has nacido en otro paà ­s de Latinoamà ©rica o en Espaà ±a (o en otro paà ­s que no sea China, India o Filipinas). Y vers una fecha (escrita a la americana, primero el mes, luego el dà ­a y luego el aà ±o). Eso quiere decir que las peticiones en esa categorà ­a con fecha de prioridad anterior a ese dà ­a tienen ya visa de inmigrante disponible. En otras palabras, toda la tramitacià ³n se acerca a su fin, aunque todavà ­a no se ha completado. Si ests fuera de Estados Unidos, quiere decir que el consulado tiene a su disposicià ³n un nà ºmero para la visa de inmigrante. Y si ests ya en el paà ­s, que el CIS tiene un nà ºmero para proceder a tramitar el ajuste de estatus. Pero si tu fecha de prioridad es posterior al dà ­a de corte que aparece en el boletà ­n de visas, eso quiere decir que tendrs que seguir esperando. Retrocesià ³n Si todos los meses consultas el boletà ­n de visas es posible que un dà ­a te lleves un buen susto al ver que las fechas de corte en vez de ir adelantando, den un salto hacia atrs . Esto es lo que se conoce como retrocesià ³n, cuando por la razà ³n que sea no hay visas de inmigrante disponibles para una categorà ­a en concreto o incluso para un paà ­s dentro de una categorà ­a. Suele darse cuando el aà ±o fiscal se acerca a su fin. A tener en cuenta La fecha de corte que aparece en el boletà ­n de visas quiere decir cunto han estado esperando las personas que han hecho su peticià ³n en determinada categorà ­a. Pero si ahora presentas tà º una peticià ³n, no quiere decir que ese vaya a ser tu tiempo de espera. Puede ser mayor o menor. Pero en todo caso te da una idea de lo lento que funciona el sistema. Y aquà ­ se puede ver cunto se demora todo tipo de trmite migratorio, desde lo que tardan las residencias a presentarse en Corte, solicitud de visas u otro tipo de peticiones. Para evitar repeticiones a la hora de escribir el artà ­culo, se utilizan las palabras ciudadano, hijos, trabajadores, etc en sentido genà ©rico, incluyendo tanto al hombre como a la mujer. Es decir, cuando se habla de un hijo de un ciudadano hay que entender que tambià ©n se contempla el caso de la hija de un ciudadano o los hijos de una ciudadana. Y asà ­ en todos los supuestos. Consejo y dà ³nde encontrar informacià ³n Toma una test para verificar que tienes los conocimientos bsicos  sobre cà ³mo obtener y conservar la tarjeta de residencia. Es difà ­cil conseguirla. No corras el riesgo de que te la cancelen por ignorancia. Finalmente, es importante saber dà ³nde encontrar informacià ³n sobre el caso, saber dà ³nde reportar fraudes o dà ³nde solicitar ayuda.

Choosing Wrong-The Twilight Saga-Eclipse Movie Review

Choosing Wrong-The Twilight Saga-Eclipse - Movie Review Example This paper helps to provide an analysis of the mise-en-scene that takes place in a scene titled ‘Choosing Wrong’ from the movie Eclipse: The Twilight Saga, and discusses the various aspects of these spatial and temporal elements used within the scene. The production designer for the scene ‘Choosing Wrong’ was Paul D. Austerberry and art direction was carried out by Jeremy Stanbridge. The two directors have had a great amount of contribution in the overall process of design as they helped in designing the backdrop and sets used by the two characters present in the scene. The chosen scene consists of a conversation between Rosalie and Bella about whether or not Bella is making the right decision in choosing to become a vampire because of her irrevocable love towards Edward Cullen. Rosalie points out blatantly by saying that she envies the fact that Bella is a human being and ahs the choice to turn down the offer of becoming a vampire eventually due to the pain and trauma that the process and after effects of the same cause. (IMDB) A great amount of emotion can be seen as portrayed through this scene which last for about 40 seconds. Within the given time frame, anyone watching will be able to discern the kind of characters the two women have. Their personalities have been shown wonderfully within the given scope of time with the help of the elements in the scene around them. The setting in the scene is of one small area of the house of the Cullens; the balcony outside the kitchen. This helps to provide a certain amount of warmth to the scene and also gives a homely aspect. The fact that the conversation is taking place in such a setting helps the audience to understand the intensity of the conversation between the two women in the movie; one can easily comprehend that this conversation contains importance and is talked out in a civil manner. Not much of the kitchen or the balcony area is shown but it helps to tell a great deal about the c haracters and their outlook towards each other and assures the audience of a solution or thought process emerging out of the conversation between Bella and Rosalie. This setting thus helps to influence the overall mood of the film by providing the film with the set design of a house thus meaning that the characters have a place to carry out personal discussions in and talk things out with each other. This puts the audience’s mood in a very subtle and mellowed manner. Very mild lighting has been used within this scene. It is soft and warm and shows an evening scenario in the balcony outside the kitchen where the two women are talking to each other. This has been used to depict the kind of warmth that they might be able to share with each other if they are able to set their differences aside and reconcile with each other. The reason that night time has been chosen is to place emphasis on Rosalie as she is a vampire, and to put Bella in a sort of muddle that she would find herse lf in within the darkness of the night. However, the scene is lighted in the balcony outside the kitchen depicting no signs of danger and the fact that she is safe from any kind of harm. The lighting helps to evoke a mood of frustration that is caused by the dilemma that Bella has been put into and the indifference that she is forced to being subject to by Rosalie.