Dread Scott essays

Dread Scott essays The Dred Scott case was the final blow to Abolitionists. It ended the notion of freedom for African Americans. What makes this case interesting is the role the justices play on the issue of slavery. In 1856, a slave, Dred Scott, sued his master, Doctor Emmerson. Scott claimed that Emmerson had taken him from Missouri into the Northwest. The Supreme Court finally processed the case in 1857 and Chief Justice Taney delivered the decision on March 6th. It declared three things. First, according to the constitution, Negroes are not citizens of the United States. (Daily Courier) Secondly, the Ordinance of 1857 had no independent legal effect subsequently to the adoption of the constitution, and could not operate of itself to confer freedom or citizenship within the Northwest Territory on Negroes, not citizens by the constitution. Lastly, he also declared the Provision Act of 1820, commonly called the Missouri Compromise, so far as it is understood to exclude Negro slavery from and communicate freedom and citizenship to Negroes in the northern part of the country is unconstitutional. (Illinois State Register) Justice Catron stated that because the plaintiff was a Negro of African blood, he then had no rights as a citizen of Missouri to maintain a suit in the Circuit Court. (Tourolaw) This case gave hard blows to Abolitionists. Seven out of two judges reinforced what the south had been endorsing for many years, that slavery is beyond the limits of the Constitution and that it [slavery] is guaranteed by the constitutional compact. Southern papers mocked the Union and its abolitionist and praised the Supreme Courts ruling. It is apparent in here from one article, It appears that we, Secessionists, have been all the while not disturbing the law, not intruding novelties upon the country, not seeking to break up established principles, but that we have been simpl...

Showing, Not Telling, Personality Through Speech and Thought

Showing, Not Telling, Personality Through Speech and Thought Showing, Not Telling, Personality Through Speech and Thought Showing, Not Telling, Personality Through Speech and Thought By Mark Nichol You know the fiction-writing dictum â€Å"Show, don’t tell.† But how does it apply in practical terms when it comes to communicating characterization without exposition? People in different eras have unique speech and speech patterns, but restrain yourself from indulging in periodization in your historical novel; if your Elizabethan-era characters talk like Shakespeare’s, people 1) won’t understand much of what they say and 2) will be distracted by your forced and fatally flawed attempt at authenticity. Do, however, immerse yourself in that period’s society: What did people know about history and sociology and psychology and spirituality (even if they didn’t use those terms to identify them)? What were prevailing political and social and religious viewpoints? How open were people about expressing themselves? Be careful not to let modern sensibilities intrude on the way your characters speak and think, but do permit them and their speeches and thoughts to be accessible to modern readers. The extent to which characters will express their ideas and opinions, or ruminate about them, and the language with which they will do so, depends on a few other factors: People of different generations and different social backgrounds generally speak differently. Geriatric characters should exhibit speech and speech patterns distinct from juvenile ones and consistent with norms unless an exception is a deliberate dramatic point for instance, if a teenager who has switched bodies with an elderly person is trying to pass vocally as well as visually as a senior citizen. Likewise, the speech and thoughts of well-educated characters will usually be distinguishable from that of those of others with less formal schooling. Of course, no one should assume that a person with only a high school education is less intelligent than a college graduate, or the reverse, but their vocabulary and the level of sophistication of their thoughts will, unless they are self-educated, likely differ. Further individualization of characters makes fiction writing more vivid. How does one’s personality affect words and thoughts? A repressed person’s speech patterns will differ significantly from an extrovert’s. A tense, angry character will exhibit different rhythms of speech and thought than a carefree individual. Length of speeches and thoughts is also a consideration: Children do not soliloquize, and philosophically minded people do not tend to make snap judgments. Match the extent to which people speak and think to their personalities. But keep in mind that various sentence lengths and paragraph lengths have differing dramatic values, too long passages tend to be soothing (but, when too long, are soporific), while short bursts create or maintain tension (though, in excess, can be just as wearying as extensive paragraphs). In essence, capitalize on your knowledge of individual characters to establish vocabulary and modes of speech and thought, as well as on familiarity with societal norms for speaking and thinking appropriate to the era in which your characters live. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in S45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†While vs. Whilst

Article critique Assignment Example | Topics and Well Written Essays - 1500 words

Article critique - Assignment Example In the recent times, the vacancies for headship in school in UK are swelling up at alarming rate with increasing number of head-teachers who are opting for early retirement. Effective succession planning for selection and retention of head-teachers through leadership development programmes has become priority for UK government. The paper would critically analyze the article for the various issues and paradigms within the educational system that promote the need for government programmes. The initiatives are designed to create future educational leaders who would be able to fill the vacancies of senior school staff. Critique The article is highly relevant and gives deep insight into the developing crisis situation in UK schools which are faced with the huge problems of filling the vacancies of Headship with right candidates. Howson report (2007) shows concern on the government’s inability to fill the vacancies of headship in 35% of primary, 19% of secondary and 33% of special s chool. The authors are hopeful that FL program would be able to create committed leaders who would be able to do justice to the post of headship in the future. ... It greatly limits the scope of the programs and deters talents from non academia. They can bring in new ideas and approach to various paradigms of educational system and teaching. The article is divided into two distinct parts: one that elaborates an evaluated the ‘Future Leader’; and second part that tries to look into the crisis that has emerged with low retention and increasing trend of early retirement of the heads of the schools. While the two issues are important paradigms of education system, the authors’ have been ambiguous in clarifying whether the existing heads actually lack leadership traits. The issues have been examined in relative detail so that developing crisis of low retention of senior staff of schools could be identified. But the article is unable to identify linkages between the two issues for efficient delivery of goals of the FL programmes. There is ambiguity as to how the FL would be able to resolve the issue of early retirement of heads. B ut it has been successful in showing the viability of FL in schools primarily because of the fast transforming societal format which has increasingly become multicultural. The authors have used questionnaires, interview schedules and case studies to analyze the inputs from participants of the programme. At various stages of the programmes, the inputs from the participants and various stakeholders like host school management, senior staff, mentors of the participants etc. have been judiciously evaluated against the wider goals and objectives of the programme. The authors assert that while the initial programme was highly successful in developing educational leaders, the

Non-Punitive Environment Essay Example | Topics and Well Written Essays - 1250 words

Non-Punitive Environment - Essay Example After personal beliefs are put aside, managers f healthcare units need to think about others. Is the decision going to hurt anyone and if so, who This question is very important in ethical decision making. Managers need to take into account employees feelings and well-being as well as the well-being f the company. If someone is going to be hurt by the decision, a manager may want to reconsider their decision. Hiring employees based on color or race hurts more people than it helps. A decision for hiring a candidate should not be based on color, race, sex or religion it should be based on their performance, education, and skills. The organization may not see the harm they are doing but they are unintentionally hurting themselves by basing their decision on anything other than skill, education, or experience. Diversity within a workplace is very beneficial to an organization. When organizations hire based on race, they are forfeiting their ability to be diverse. When organization values diversity, they can find new ways to overcome unconventional problems because they have many different resources and perspectives being involved in the decision making. Americans rely on the healthcare system for the maintenance and improvement f personal health, which often involves care in the hospital setting. Most patients believe that the American healthcare system provides the highest quality and safest care in the world. It is estimated that four out f every one hundred hospitalized patients in the United States suffers a serious adverse event, such as a nosocomial infection, medication error, or injury related to improper use f equipment or treatment. Clinical issues must be connected to conceptual models f nursing. This substantiates the clinical issue as valid to the practice f nursing. Jacqueline Fawcett (2000) provides a comprehensive review nursing practice, considered from the vantage f widely recognized nursing conceptual frameworks and models. Fawcett suggests that the systems category f knowledge identifies actual and potential problems in the function f systems and delineates intervention strategies that maximize efficient and effective system operation; change is f secondary importance. Most nursing theories utilize the four metaparadims: nursing, health, client, and environment. Safety concerns are relevant to nursing theory because safety is a direct result f the environment. Using Jean Watson' caring theory, Dorothea Orem's, Self-Care Deficit Nursing Theory and Patricia Benner's Novice to Expert nursing theory, this paper will discuss several approaches to ensuring patient safety. Dorothea Orem's Self-Care Deficit Nursing Theory (SCDNT) can be applied during illness or wellness at any time f life. This theory also works in a variety f care settings with little or no modification. Orem believed nursing should be autonomous in providing care and SCDNT should focus on the patient not the nurse. Nurses provide care for patient's through acting, teaching, supporting, or providing a supportive environment. Acting or doing for another is the usually the first method f assisting with a self-care deficit. This method meets basic needs and doesn't require extensive knowledge or technical ability. Because nurses

Deficiency Disease Essay Example for Free

Deficiency Disease Essay Diseases that are caused by lack of some particular nutrient in a persons diet are called Deficiency Diseases. Following are some of those diseases, their cause and their treatment: 1. Night-blindness: A child having this disease is unable to see properly in the dark. His eyes become dull and listless and the skin becomes dry. If not treated in time, the child may become blind. Cause: This disease is caused due to the deficiency of vitamin A in the diet. Treatment: A child suffering from night-blindness should take a diet rich in vitamin A. Carrots, fish, fruits, milk, butter, etc., are all good sources of vitamin A. 2. Beri-beri: This is basically a disorder of the nerves. It affects the health of eyes % and skin, growth of the body, formation of muscles and blood. There may also to be stomach and intestinal disturbances. Cause: This disease is caused due to the deficiency of vitamin-B. Treatment: The affected child must eat the foods rich in vitamin B like milk, fish, meat, cereals, egg, etc., and also seek medical advice from a doctor. 3. Scurvy: People suffering from scurvy have swollen and bleeding gums. They lose weight and become weak. Their teeth start shaking and become loose. Cause: This disease is caused due to the deficiency of vitamin-C. Treatment: Oranges, citrus fruits, cabbage, amla, etc., should be included in the diet of the patient. 4. Rickets: In this disease, the bones of the legs become thin, deformed and curved (bow-legged). The bones of the child become weak and soft. Cause: This disease is caused due to the deficiency of vitamin D. Treatment: The affected child must eat the foods rich in vitamin D like milk, fish, meat, butter, egg, etc., and take the advice of a doctor. 5. Anaemia: In this disease, the level of the haemoglobin becomes low gets tired very easily and feels weak. The skin becomes pale. The lips and nails become dull and colourless. Cause: This disease is caused due to the deficiency of iron. Treatment: The person should have plenty of green, leafy vegetables like spinach and cabbage. Meat, apples, beans, dry fruits, etc., should be included in the diet. A doctor must also be consulted immediately. 6. Goitre: In this disease, there is swelling around the neck region of a person. Cause: This disease is caused due to the deficiency of iodine. Treatment: The affected person needs to add iodised salt to his or her food. Prevention: A high standard of nutrition must, however, be aimed at and carefully maintained to ensure complete freedom from these preventable causes of ill-health.

Indians :: essays research papers

Mohegans and Comanches Different or Similar Long ago, the Earth was formed atop the back of a giant turtle. From the earth the Great Spirit put life into all things: trees, plants, animals and people. An Indian was created named Gunche Mundo who developed a Mother Tribe, and divided it into three clans--Turtles, Turkeys and Wolves. The Wolf People, known as Mohegans, separated from the Turtles and Turkeys, and headed east toward the rising sun. While the Mohegans headed east to find land, a tribe called the Comanches headed south. Both of the tribes farmed, hunted, and made money in different ways, but they both believed that the power of the government came from the people. The two tribes had their differences, however they both managed to get by with what they had. From the Southeast corner of Connecticut, the three clans that made up the Mohegan tribe had to hunt, fish, and farm to stay alive. The Mohegans came from the upper Hudson River Valley in New York near Lake Champlain. Around the year 1500, the Mohegans moved to the Thames River Valley in southeastern Connecticut. They named their homeland the Moheganeak. It occupied the upper and western portions of the Thames River. All the Mohegan people lived within three different clans. The three clans made up the Mohegan tribe. Every one of the clans had its own chief. The chiefs had only limited power within the clans. If the Mohegan people did not believe in what the chief had to say, then the people did not have to obey it. One of the ways the Mohegans obtained food was by burning their land around their villages and planting crops. During the spring the woman planted, while the men were on fishing trips. In August the men returned from their fishing adventures to help with harvest. The Mohe gans sustained themselves with fishing and farming, while the Comanches turned to violence to secure food and money. In the Southern groups of the Eastern Shoshoni, the Comanche warriors lived as extended family units and were legendary for raiding villages and other tribes. Unlike the Mohegans, the Comanche moved south and were located between the Platte and Arkansas Rivers. The Mohegans moved very seldom where as the Comanche Indians moved many times. They moved into New Mexico and later moved to the foothills of the Rocky Mountains. Both the Comanche and the Mohegans based their land area on the name of their tribe.

Caring for Individuals with Additional Needs Essay

A brief introduction to the introductory pack including aims and objectives Include a definition of additional needs Explain why it is important for care practitioners to be aware of the different additional needs that people may have (150 words) P1 –Outline reasons why individuals may experience additional needs – Produce a newsletter What are additional needs – What is a physical disability and how does it have an impact on an individual to be classed as an additional need? What is a sensory disability? Give examples What is a cognitive disability? Give examples (200 words) Define and describe the different types of disabilities, signs and symptoms, cause of the additional need and why they have an additional need – e.g. Down’s syndrome; cystic fibrosis, autistic spectrum, people with mental health problems, asthma, multiple sclerosis, paraplegia ( 1000 words) For example Attention deficit hyperactivity disorder (ADHD) & (ADD) are conditions which result in problem behaviour and poor attention span. Children find it hard to control their behaviour. They might be impulsive, restless and inattentive. Children can have problems learning and socialising. The causes of ADHD are not clear. Possible causes are thought to be brain injury, chemical imbalance in the brain, genetic links, environmental factors and a possible link to diet. Some of these children present more challenging behaviour than others and may require support when socialising and in the learning context. This may result in one-to-one support in class. P2 – Describe models of disability –Booklet to include Define the differences between disability; impairment Explain the different models of disability – such as medical; social, charity and holistic or person centred model and give examples of that substantiate your understanding. Key questions to consider: Is it a positive or negative approach? Does it focus on the ability or disability of people with additional needs? Is there an aim to the model? Is the disabled person labelled as a victim? Give an example of the impact on service provision because of the model of disability P3- Explain the barriers which may be experienced by people with additional needs Define what a barrier could in reference to health and social care settings Identify the barriers that people with additional needs may face e.g. attitudinal barriers; discrimination, barriers to access and opportunities, cultural, stereotyping and discrimination, impact on self-esteem and the effects of this on a disabled person’s well-being and give examples of each barrier described P4 – Explain positive working practice with individuals with additional learning needs – written piece What is an additional learning need? Give examples of this with an explanation What support services can a client with additional learning needs access? What are the principles of positive working practice? E.g. explain empowering care and explain the importance of this when working with clients with additional learning needs What do you understand by person centred planning and why this is an example of positive working practice when working with clients with additional learning needs? What is safeguarding and how significant is this when working with people with additional learning needs? What is positive reinforcement and explain the relevance of this when promoting independence? What is ‘Guidance’ and how can this influence positive working practice / the conduct of carers? Why is it important for care workers to be registered with a regulatory body as positive working practice for people with additional learning needs? ( 2,000 words for p2, p3 and p4 ) Bibliography Boys D and Michie V (2008) BTEC National Health & Social Care Book 2: Cheltenham: Nelson Thornes (in your college library pages 196-237 has unit 26 Caring for people with additional needs – be aware the legislation may vary)

Stylistic Analysis of the Text “The Last Leaf

/* * */ package javafxgrouping; /** * * @author 094632220 */ public class StudentEntity { // private String id; private String name; private String className; public StudentEntity(){ } public StudentEntity(String aID, String aName, String className) { this. id = aID; this. name = aName; this. className = className; } public String getId() { return id; } public void setId(String id) { this. id = id; } public String getName() { return name; } public void setName(String name) { this. name = name; } public String getClassName() { return className; } public void setClassName(String className) { his. className = className; } @Override public String toString() { String str = id + â€Å",† + name + â€Å",† + className ; return str; } } /* * : TaDB. java * —————————– * HashMap HashMap id( )? * , taMap? HashMap * , (public ): * TaEntity findEntry(String id): * String findName(String id): * int rows(): * Iterator getIterator(): ( ) */ package javafxgrouping; import java. io. BufferedReader; import java. io. FileNotFoundException; import java. io. FileReader; mport java. io. IOException; import java. util. ArrayList; import java. util. HashMap; import java. util. Iterator; import java. util. Map; import java. util. StringTokenizer; /** * * @author */ public class TaDB { /* */ private Map taMap; // (HashMap) /* * TaDB, (TA. txt) * , */ public TaDB(String filename) { taMap = new HashMap(); // /* */ FileReader fr = null; try { fr = new FileReader(filename); } catch (FileNotFoundException e) { System. out. print(â€Å" † + filename + â€Å"! ); } /* */ BufferedReader bf = new BufferedReader(fr); String line; try { // while ((line = bf. readLine()) ! = null) { // , ta ArrayList ta = new ArrayList(); StringTokenizer tokenizer = new StringTokenizer(line, â€Å",†); ta. add(tokenizer. nextToken()); while (tokenizer. hasMoreTokens()) { String token = tokenizer. nextToken(); ta. add(token); } // TaEntity entry = new TaEntity(ta. get(0), ta. get(1), ta. get(2), ta. get(3), ta. get(4), ta. get(5)); // (HashMap) taMap. put(entry. getId(), entry); } } catch (IOException e) { System. ut. print(â€Å" † + filename + â€Å"! â€Å"); } } /* * id( ) , null? */ public TaEntity findEntry(String id) { return taMap. get(id); } /* * id( ) , null? */ public String findName(String id) { return taMap. get(id). getName(); } /* * */ public int rows() { return taMap. size(); } /* * (id) */ public Iterator getIterator() { return taMap. keySet(). iterator(); } } /* * */ package javafxgrouping; /** * * @author */ public class TaEntity { private String id; // private String name; // rivate String iid; // private String email; // private String phone; // private String tutor; // /* */ public TaEntity() { } /* */ public TaEntity(String aID, String aName, String aIID, String aEmail, String aPhone, String aTutor) { this. id = aID; this. name = aName; this. iid = aIID; this. email = aEmail; this. phone = aPhone; this. tutor = aTutor; } /*getter ? setter*/ public String getId() { return id; } public void setId(String ID) { this. id = ID; } public String getName() { return name; } public void setName(String name) { this. name = name; } public String getIid() { eturn iid; } public void setIid(String IID) { this. iid = IID; } public String getEmail() { return email; } public void setEmail(String email) { this. email = email; } public String getPhone() { return phone; } public void setPhone(String phone) { this. phone = phone; } public String getTutor() { return tutor; } public void setTutor(String tutor) { this. tutor = tutor; } * */ @Override public String toString() { String str = id + â€Å",† + name + â€Å",† + iid + â€Å",† + email + â€Å",† + phone + â€Å",† + tutor; return str; } } /* * */ package javafxgrouping; import java. io. FileWriter; import java. io.IOException; import java. io. PrintWriter ; import java. util. ArrayList; import java. util. Iterator; import java. util. Random; import java. util. logging. Level; import java. util. logging. Logger; import javafx. application. Application; import javafx. collections. FXCollections; import javafx. collections. ObservableList; import javafx. event. ActionEvent; import javafx. event. EventHandler; import javafx. scene. Group; import javafx. scene. Scene; import javafx. scene. control. Button; import javafx. scene. control. ListView; import javafx. scene. input. MouseEvent; import javafx. scene. text. Font; import javafx. stage.Stage; /** * * @author */ public class JavaFXGrouping extends Application { // HTML private static String htmlFileName = â€Å"group. xhtml†; // CSS private static String cssFileName = â€Å"style. css†; private final int sceneWidth = 900; // private final int sceneHeight = 660; //// private TaDB taDb = new TaDB(â€Å"src/javafxgrouping/TA. txt†); // // , private StudentsDB studen tsDb = new StudentsDB(â€Å"src/javafxgrouping/Students. txt†); private ArrayList taIdArray = new ArrayList(); // d private ArrayList studentIdArray = new ArrayList(); // id private ArrayList studentAdd = new ArrayList(); private int studentsNo = studentsDb. rows(); private int groupNo = taDb. rows(); // , private Button btn = new Button(â€Å" â€Å"); // â€Å" â€Å" private Button btn1 = new Button(â€Å" HTML â€Å"); // â€Å" HTML â€Å" private ListView[] group = new ListView[groupNo]; // , 1? rivate ObservableList[] myObservableList = new ObservableList[groupNo]; // private Group root = new Group(); // @Override public void start(final Stage primaryStage) { // â€Å" â€Å" btn. setFont(Font. font(null, 24)); btn. setLayoutX(sceneWidth – 240); btn. setLayoutY(20); btn. setPrefSize(220, 50); // â€Å" HTML â€Å" btn1. setFont(Font. font(null, 24)); btn1. setLayoutX(sceneWidth – 240); btn1. setLayoutY(20); btn1. setPrefSize(220, 50); btn1. se tVisible(false); initArray(); // taIdArray? studentIdArray drawGroupList(); // , root. getChildren(). ddAll(btn, btn1); // Scene scene = new Scene(root, sceneWidth, sceneHeight); // primaryStage. setTitle(â€Å" â€Å"); // primaryStage. setScene(scene); // primaryStage. show(); // //† â€Å" ( ) btn. setOnAction(new EventHandler() { @Override public void handle(ActionEvent event) { btn. setVisible(false); randomGrouping(); btn1. setVisible(true); } }); //† HTML â€Å" ( ) btn1. setOnAction(new EventHandler() { @Override public void handle(ActionEvent event) { writeToFile(); btn1. setVisible(false); } }); } ** * JavaFX main() IDE FX * NetBeans main() * * @ args */ public static void main(String[] args) { launch(args); } private void drawGroupList() { int k; for (int j = 0; j < groupNo; j++) { myObservableList[j] = FXCollections. observableArrayList(); group[j] = new ListView(); group[j]. setStyle(â€Å"-fx-font-size:18;†); group[j]. setItems(myObservableList [j]); group[j]. setLayoutX(20 + j * 60); group[j]. setLayoutY(20 + j * 34); group[j]. setPrefSize(360, 320); k = j + 1; myObservableList[j]. add(â€Å"? † + k + â€Å"? [ :† + taIdArray. et(j) + â€Å",† + taDb. findName(taIdArray. get(j)) + â€Å"]†); final int i = j; group[j]. setOnMouseClicked(new EventHandler() { @Override public void handle(MouseEvent event) { group[i]. toFront(); } }); root. getChildren(). add(group[j]); } } private void initArray() { // id Iterator taIterator = taDb. getIterator(); while (taIterator. hasNext()) { taIdArray. add(taIterator. next()); } // id , Iterator studentsIterator = studentsDb. getIterator(); while (studentsIterator. hasNext()) { studentIdArray. add(studentsIterator. ext()); } } private void randomGrouping() { // , int i, j, num = 0; Random studentsRandom = new Random(); for (i = 0; i < groupNo; i++) { j = 0; if (i < studentsNo % groupNo) { while (((studentsNo – num) ! = 0) && (j < studentsNo / groupNo + 1)) { j++; int studentNo = studentsRandom. nextInt(studentsNo – num); myObservableList[i]. add(studentsDb. findclassName(studentIdArray. get(studentNo)) + â€Å",† + studentIdArray. get(studentNo) + â€Å",† + studentsDb. findName(studentIdArray. get(studentNo))); studentAdd. add(studentIdArray. et(studentNo)); studentIdArray. remove(studentNo); num++; if (num == studentsNo) { break; } } } else { while (((studentsNo – num) ! = 0) && (j < studentsNo / groupNo)) { j++; int studentNo = studentsRandom. nextInt(studentsNo – num); myObservableList[i]. add(studentsDb. findclassName(studentIdArray. get(studentNo)) + â€Å",† + studentIdArray. get(studentNo) + â€Å",† + studentsDb. findName(studentIdArray. get(studentNo))); studentAdd. add(studentIdArray. get(studentNo)); studentIdArray. remove(studentNo); num++; f (num == studentsNo) { break; } } } } } private void writeToFile() { writeToHtml(htmlFileName); createCss(cssFileName); } private void writeToHtml(String fileName) { // HTML , PrintWriter wr = null; try { wr = new PrintWriter(new FileWriter(htmlFileName)); } catch (IOException ex) { Logger. getLogger(JavaFXGrouping. class. getName()). log(Level. SEVERE, null, ex); } wr. println(â€Å"

Critical success factors of PM Essay Example

Critical success factors of PM Essay Example Critical success factors of PM Essay Critical success factors of PM Essay The articles focus Is limited to the European Funded projects in Bulgaria and he Authors believe that identifying the critical success factors of project management, significantly helps managers to gear the project focus In order to achieve the projects main goal within budget, resource and time. The article suggests selected core factors identified through empirical study of project success factors conducted by a sample survey of managers and experts from relevant organizations of projects supported by European programs. According to Mantilla and Allan, the previous researches on Identifying project success factors are traditional. This is because the researches narrowly focus on the effectiveness of project management tools used by project managers. Though proper utilization of these tools could contribute for the achievement of project goal, there are a wide range of project success factors that can potentially Influence the project success. Mantilla and Allan(2012). Mantilla and Allan postulate that the success of a project depends on the fulfillment of some factors which they call critical. They insist on the existence of major factors that are prerequisite for a project to attain Its goal. The concepts In the hypothesis sound clear as there are some widely accepted Independent factors that significantly influence (which can later be supported with academic findings in the area) the achievement of a projects intention. The authors didnt discuss how the absences of the given potential factors make a project fall. The hypothesis in this article Is also empirical. It Is supported by practical evidences that are found from 132 project managers and project team members. Regarding this point there are some limitations on the types of respondents which I raise later in the evaluation section. The hypothesis is limited both in geography and the type of project it deals with. The article focuses on projects funded by Operational Programs of the European Commission in Bulgaria. When it comes to the literature, Mantilla and liana have established a literature on identifying critical success factors of project management. The authors explain the absence of unified treatment and definition of the concept In the field though there Is a general agreement on the significance of sarong out critical success factors In the practice of project management. Mantilla and Allan (2012) provide pretty consolidated detail evidences on what is more important in project management. Its all about whether project stakeholders are testified by Its results. This is a widely accepted principle but the problem on this regard Is, the authors didnt specify the types of project as there are different types of projects with various range of goals. For instance, in general terms, the intentions of commercial projects and a relief project are not similar. The same is true to their scholars like, Dry. Rash and Dry. Mimed (2014) It is impossible to generate universal checklist for project success criteria suitable for all projects. Success criteria differ from project to project depending on various numbers of issues like size, uniqueness ND complexity In addition to this, client satisfaction is very hard to measure Paul and Derek (2008) different stakeholders sense and measure success in different ways with in a single project. Success is different for different stakeholders in a certain project. This is usually based on their contribution and expectation. Other literature supports are also discussed on the subject in relation to the existence of two major groups of project success factors which are stated as strategic and tactical. The strategic group includes project mission, top management support and project scheduling. The tactical aspect includes client consulting, human resource selection and personnel training. These factors affect project success at different stages of the project life cycle. To identify the critical success factors of project management, the authors conducted a survey where 132 project managers and members of projects have participated. They were selected as representatives of projects funded by CUE (European Commission). The sample of projects has been selected by a method of purposive sampling. The respondents have filled a questioner designed for the purpose of the study. The questioner was divided in to three main segments, questioner for project success measurement, for project execution and for the importance of critical success factors. The main focus of the article was the findings under the critical success factors. The respondents were given 15 potential factors and they were asked to identify the most critical Success factors based on their level of importance. The listed potential success factors were Competence of the manger, Support from the agency administering POP, Clarity of project goal, Top management support, Competence of project team members, Motivation of Project team members, effective communication between project stake older, quality of subcontractor service, precision in documenting and achieving of project information effective coordination of project activities, compliance with the rules and procedures established by the POP, Systematic control over the project execution, access to organizational resources, SMART planning, Competence and adequate support from a project consultant According to the authors the above lists were prepared based on literature review. Mantilla and Allan (2012). The final results of this study show the following five factors as the most critical success determinants: 1st Competence of project manager; Over 80% respondents indicated this factor as extremely important. 2nd Compliance with the rules and procedures; almost 80% of the respondents have evaluated this factor as extremely important. 3rd Competence of project team 66. 7% of the respondents have identified this as extremely important. In addition it this was identified as highly important by 30 % of the participants. 4th Quality of services provided by subcontractors 66. % of the representatives indicated this as extremely important 5th Support of the top management ; 64% of the respondents identified this as extremely important. When it comes to the appropriateness of the research technique and obtained result, the study relied on single respondent, project managers and experts. The number of the respondents may be representative, but they are all from one side of the project represents. Instead all duty bearers that contribute for a project success should have been included. For instance we cant see stakeholders views, end users (client) participation, and not even implementers Judgment. How can we measure a project success without observing and analyzing its impact on the end users? The other significant point is we have no idea whether the project managers are successful or not in the projects they have executed so far but they are still making decision on critical factors that make a project successful. Here the point is if in case they have failed to attain the intended goal of the project, how do we trust their Judgment alone on what makes a project successful? When it comes to the list of the given potential factors, they seem limited. Mantilla and Allan, present the above list of success factors to be made based on literature review; but they fail to provide list of adequate sources for that There are also some other factors that should have been considered such as donors interest and project environment (political and social). Timothy, Debbie and Chris (2014) highlight the existence of organized and fundamental success factors donors consider at each stage of the project phase. Sponsors are demanding in all stages. This sponsors behavior factors affect the project positively or negatively at planning, implementing, monitoring and closing stage with various degrees depending on sponsors interest. In their study on the advantages of best practices in project management, Livid. L, MME. C and loan. N 2010) emphasizes adopting best practices as a main factor that leads to successful project management. Through identifying and best practices, we develop international approach of labor, better process quality and better monitoring and controlling etc. Mantilla and Allan proved the above five factors to be very critical for a project to be successful, but there is no prove on how the absence of these factors can result in project failure. For instance according to Dry. Rash and Dry. Emends(2014) ,the failure of a management may not always bring about failure to a project and good project management does not always guarantee complete project success. It is possible to achieve a successful project even when management has failed and vice versa. In this review I have discussed Mantillas and Laminas article on Critical success factors of a project. The article covers several points on the existing approaches to project success.

Visas para novios para visitar a sus parejas en EE.UU.

Visas para novios para visitar a sus parejas en EE.UU. Cuando los miembros de una pareja viven en distintos paà ­ses y uno de los novio est en Estados Unidos y el otro fuera surge la pregunta de quà © visa debe solicitar el que se encuentra en el extranjero para ingresar a EE.UU. La respuesta depende de cul es la finalidad de la visa,  ¿es solo visitar o contraer matrimonio y, a continuacià ³n, obtener los papeles de la residencia permanente? Las reglas que se explican a continuacià ³n aplican tanto a parejas conformadas por una mujer y un varà ³n como a las homosexuales, ya que en EE.UU. las parejas del mismo sexo siguen las mismas reglas migratorias que las heterosexuales. Visas para novios extranjeros para ingresar a EE.UU. Cuando la intencià ³n es solo visitar:Canadienses siguen sus propias reglasVisa de cruce para residentes en la zona fronterizaExencià ³n de visa para chilenos y espaà ±olesVisa de turista para el restoCuando la intencià ³n es contraer matrimonio:Visa K-1, solo para prometidos de ciudadanos estadounidenses.Problemas que pueden surgir en ambos casos:Acusacià ³n de fraude de ley.No respetar los plazos. Visa para novios cuando la intencià ³n es solo visitar El novio extranjero debe ingresar a EE.UU. como turista cuando su à ºnica intencià ³n de visitar a su pareja y, tras la visita, regresar a su paà ­s de origen o de residencia. En este caso las opciones son las siguientes: En el caso de chilenos y los espaà ±oles  pueden viajar sin visa por pertenecer al  Programa de Exencià ³n de Visas (VWP, por sus siglas en inglà ©s). Si llegan por avià ³n tienen que solicitar una autorizacià ³n electrà ³nica para volar que se conoce como ESTA y se tramita por internet. El tiempo mximo que se puede estar en Estados Unidos es de 90 dà ­as, sin posibilidad de extensià ³n. Esta opcià ³n tambià ©n aplica a los ciudadanos de otra treintena de paà ­ses, la mayorà ­a de los cuales son europeos y asiticos y estn incluidos en dicho programa. Por otro lado, los ciudadanos canadienses siguen reglas que sà ³lo aplican a ellos. Adems, los mexicanos y residentes en la zona fronteriza entre Mà ©xico y Estados Unidos pueden solicitar una visa lser, tambià ©n conocida como Tarjeta de Cruce Local, que tiene importantes limitaciones en lo relativo a modo de ingresar a Estados Unidos, plazo mximo de estadà ­a y millas que pueden alejarse de la frontera. Por à ºltimo, para la mayorà ­a de los extranjeros el documento correcto para ingresar como turista es una visa B-2 tambià ©n conocida como visa de paseo o placer. Es frecuente que se apruebe conjuntamente con una B-1 de negocios. Puede ayudar a obtener la aprobacià ³n de la visa, el novio que est legalmente en EE.UU. puede redactar una carta de Invitacià ³n, aunque no es obligatoria. Lo ms importante para sacar la visa es que el solicitante, es decir, el novio/a que vive fuera de los Estados Unidos, no tenga en su pasado ninguna causa que lo convierta en inadmisible. La causa ms comà ºn por la que se niega la visa de turista es por no acreditar lazos familiares y/o econà ³micos suficientes en el lugar en el que se reside.En otras palabras, el oficial consular va a negar la visa si sospecha que el solicitante se va a quedar en los Estados Unidos ms tiempo del autorizado o si su intencià ³n es casarse y, a continuacià ³n, quedarse en el paà ­s. Visa de prometidos para las parejas de ciudadanos americanos Si la intencià ³n de la pareja es casarse y que el novio/a extranjera se quede a vivir en EE.UU. la visa a solicitar no es la de turista sino la visa K-1 para novios o prometidos. Tambià ©n se pueden beneficiar de esa visa los hijos del novio/a, pidiendo para ellos una K-2, siempre y cuando cumplan estos nià ±os con los requisitos de edad y estado civil. Para la visa K-1 es requisito obligatorio que la pareja està © conformada por un estadounidense. En otras palabras, no aplica a los novios de residentes permanentes legales ni de otras personas que se encuentran legalmente en EE.UU. Adems, si un extranjero ingresa a EE.UU. con una visa K-1 debe casarse dentro de los 90 dà ­as siguientes a la entrada al paà ­s y proceder de inmediato a ajustar su estatus. Solo asà ­ podr obtener una tarjeta de residencia permanente y quedarse legalmente en los Estado Unidos. Cabe destacar que si no hay matrimonio dentro de plazo, hay que abandonar los Estados Unidos. No se puede cambiar de visa y permanecer en el paà ­s. Tampoco es posible casarse con una persona distinta a la que patrocinà ³. Antes de hacer cualquier cosa de esas, consultar con un abogado de inmigracià ³n, ya que pueden surgir muchos problemas porque puede suceder que las autoridades migratorias consideren que se mintià ³ para obtener la visa K-1 con la que se ingresà ³ a Estados Unidos y eso serà ­a un fraude de ley. Cuando se entra para una visita de turista y se cambia de opinià ³n Hay un elemento tà ©cnico de las visas al que nadie le presta atencià ³n pero que causa grandes problemas: es el requisito de la intencià ³n. Cuando se ingresa como turista, ya sea con la visa B-2, con la lser o sin visa por ser de un paà ­s en el Programa de Exencià ³n de Visados la intencià ³n es la de ingresar y salirse antes de que se agote el tiempo permitido de estancia legal. Si el oficial migratorio en un puerto, frontera terrestre o aeropuerto considera que la intencià ³n es quedarse en Estados Unidos, no permitir la entrada. Asimismo, si una persona que ingresa como turista se casa inmediatamente, se considerar que su intencià ³n siempre fue la de ingresar para quedarse y, por lo tanto, puede negar cualquier intento de regularizar la situacià ³n mediante un ajuste de estatus para obtener la green card. Y eso es asà ­ aà ºn cuando la persona que presenta la peticià ³n de los papeles para su cà ³nyuge es un ciudadano americano o un residente permanente legal. Es por eso que es muy importante entender plazos y tiempos cuando se ingresa de visa de turista, hay matrimonio y a continuacià ³n se pide un ajuste de estatus. Por à ºltimo, con respecto a lo explicado en este punto, cabe destacar que recientemente ha cambiado la polà ­tica de plazos. En la actualidad, las autoridades migratorias pueden considerar que hay un fraude de ley si el matrimonio tiene lugar y la solicitud de ajuste de estatus se presenta antes de que transcurran 90 dà ­as a contar desde la fecha de ingreso al paà ­s. Hasta fechas recientes ese plazo era ms corto. Por lo tanto, lo que comenten al respecto familiares o amigos puede estar equivocado, porque las reglas, simplemente, han cambiado. Problemas que pueden surgir para los novios visitando a sus enamorados en Estados Unidos Adems de todos los inconvenientes que pueden dar lugar a la cancelacià ³n o revocacià ³n de la visa o a su no renovacià ³n, el principal problema puede darse por ingresar frecuentemente en los Estados Unidos, a tal punto que el oficial migratorio en el punto de entrada al paà ­s considere que la intencià ³n es quedarse. Otro problema puede surgir por continuamente llevar al là ­mite el tiempo permitido de estancia. Y en es que importante no levantar nunca la sospecha de que se est realmente viviendo en Estados Unidos cuando en realidad se tiene un documento que sà ³lo admite estar como turista. En este punto no hay reglas de plazos fijos por lo que todo queda en manos de la opinià ³n del oficial migratorio. Por à ºltimo, si se desea informarse de manera sencilla sobre todo lo que se debe saber de la visa de turista, tomar este test de respuestas mà ºltiples. Saber la respuesta correcta a cada pregunta evitar problemas. Y para navegar en el sistema migratorio estadounidense, el mejor consejo es muy sencillo: no cometer errores. NOTA: Este artà ­culo tiene valor sà ³lo informativo. No debe considerarse en ningà ºn caso consejo legal.

Government in a Capitalism Structure Essay Example | Topics and Well Written Essays - 750 words

Government in a Capitalism Structure - Essay Example faire capitalism occurs when the economic surrounding in which transactions between private parties are free from the influence of government subsidies, restrictions and tariffs and only have regulations that are meant to protect their property rights. Welfare capitalism involves the practice of businesses that provide welfare services to the employees of their organizations and State capitalism is a type of capitalism where the business activities are undertaken by the state that organize and manage the means of production. Government owned businesses dominates state capitalism and they receive a lot support from the States unlike other private owned businesses. This paper is going to scrutinize the interlocking role of the government in a capitalism structure. The government affects the capitalism structure both positively and negatively hence, their roles could be appreciated depending with the influence they have to business enterprises and citizens. Roberts (2010) stated that the role of the government in the capitalism structure is to protect the citizens from the businesses that use force and fraud and ensure that the people are protected. Government protects individuals by ensuring that their rights are respected by business enterprises. Roberts (2010) stated that the government applies the use of the military to ensure security of citizens in cases of foreign aggression, police force to maintain law and order in their countries and court systems to settle disputes and enforce contracts among citizens. Commons (2006) stated that the government makes regulations on services and products to ensure that citizens are safe from harm. This is happens especially when the government restricts the use of certain materials that could harm the health of the citizens. The private businesses have an obligation to manufacturer materials that are environmentally friendly to avoid causing harm to the citizens. The government ensures that gases produced by private