Is the ACT Curved Expert Guide to the ACT Curve

Is the ACT Curved Expert Guide to the ACT Curve SAT / ACT Prep Online Guides and Tips Whether you've already taken the ACT or are busy preparing for it now,you've likelywondered at some point: isthe ACT curved? Does a 32 on one ACTequal a 32 on another? In this article, we’ll investigate the rumor of the ACT curve andexplain what it really means. Then we'll examine the function of this curve as well as how it's changedover time, before finally explaining what the ACT curve means for test takersand how you can use it to your advantage. Is the ACT Curved? Contrary to popular belief, there is no ACT curve. This means that how well other test takersdo on the ACT willnot affect your ACT score. Even if everyone who took the ACT on a particulartest date were to receive lowscores, none of these scores would be raised or redistributed to establish a more balanced ACT bell curve. In short,your ACT score will always be the exact score you earn on the test- itwill never increase nor decrease as a result ofother test takers' performances. So how does ACT scoring actually work, then? The test's creators,ACT, Inc.,account for variations in difficulty across test dates througha special processcalled equating. This process ensures that scale ACT scores from different administrations of the test always indicate the same level of ability, regardless of when or with whom you take the ACT. Here's howACT, Inc., describesequating: â€Å"Statistical processes, referred to as ‘equating,’ are used to ensure that scores from the same test (e.g., ACT math, ACT English) are comparable across administrations and students, so there is no advantage in taking a test in one administration (e.g., October 2015) over another administration* (e.g., May 2013).† *Emphasis mine. Basically,there's no such thing as an easier or harder ACT test date. ACTs are equated so that your chance of getting a certain scale score is the same for all administrations. This means thata Math score of 28 on one ACT will always equal a Math score of 28 on anotherACT, even if one test contains hardermath questions. So despite what the rumors may claim, there is no "best" time to take the ACTbecause when and with whom you take the ACTis ultimately irrelevant. In truth, neither factoraffectsyour chance of hitting your ACT goal scoreon test day! Even if you were surrounded by Albert Einsteins, their ACT scores still wouldn't affect yours! How Does the ACT â€Å"Curve† Work? Before we delve into the ACT curve,let's take a moment to review the ACT scoring system. The ACT comprises four subject areas: English, Math, Reading, and Science. (There is also a fifth optional Writing section.) Each of the four major sections is assigned a scale score on a scale of 1-36. These four scale scores are then averaged together to give you a composite ACT score out of 36. (This composite score does not include the ACT Writing score.) So how does ACT, Inc.,calculate these scale scores? For each section, you’ll begin with a raw score, which isequivalent to the number of questions you answered correctly. (Note that there are no penalties for incorrect or blank answers.) So ifyou answered 60 out of 75 questions correctly on the English section, your raw English score would be 60. Afterward, each raw score is then converted into a scale score out of 36. But here’s the kicker: how a raw score converts into a scale score varies with each administration of the ACT. This is because each ACT differs slightly in content and difficulty; thus, each test must use a unique equating formula to determinehow its raw scores will translate into scale scores. Unfortunately, this means there's no way for us to know for sure how a raw score will convert into a scale score on an upcoming ACT. That being said, we canestimatehow raw scores may convert into scale scores using score conversion charts fromofficial ACT practice tests. All of these practice tests are based on former ACTs that were actually administered, so the equating processes they employ are guaranteed to be most similar to those used for upcoming administrations. Below are the scoring tables for the2014-15and2016-17ACT practice tests. These tables will show us how raw scores vary in the scale scores into which they convert. 2014-15 ACT Score Conversion Table Scale Score Raw Scores Scale Score English Math Reading Science 36 75 59-60 40 40 36 35 73-74 57-58 39 39 35 34 71-72 55-56 38 38 34 33 70 54 - 37 33 32 69 53 37 - 32 31 68 52 36 36 31 30 67 50-51 35 35 30 29 66 49 34 34 29 28 64-65 47-48 33 33 28 27 62-63 45-46 32 31-32 27 26 60-61 43-44 31 30 26 25 58-59 41-42 30 28-29 25 24 56-57 38-40 29 26-27 24 23 53-55 36-37 27-28 24-25 23 22 51-52 34-35 26 23 22 21 48-50 33 25 21-22 21 20 45-47 31-32 23-24 19-20 20 19 42-44 29-30 22 17-18 19 18 40-41 27-28 20-21 16 18 17 38-39 24-26 19 14-15 17 16 35-37 19-23 18 13 16 15 33-34 15-18 16-17 12 15 14 30-32 12-14 14-15 11 14 13 29 10-11 13 10 13 12 27-28 8-9 11-12 9 12 11 25-26 6-7 9-10 8 11 10 23-24 5 8 7 10 9 20-22 4 7 6 9 8 17-19 - 6 5 8 7 14-16 3 5 4 7 6 11-13 - 4 3 6 5 9-10 2 3 - 5 4 6-8 - - 2 4 3 5 1 2 1 3 2 3-4 - 1 - 2 1 0-2 0 0 0 1 Now how did THIS table get in here? 2016-17 ACT Score Conversion Table Scale Score Raw Scores Scale Score English Math Reading Science 36 75 60 40 40 36 35 72-74 58-59 39 39 35 34 71 57 38 38 34 33 70 55-56 37 37 33 32 68-69 54 35-36 - 32 31 67 52-53 34 36 31 30 66 50-51 33 35 30 29 65 48-49 32 34 29 28 63-64 45-47 31 33 28 27 62 43-44 30 32 27 26 60-61 40-42 29 30-31 26 25 58-59 38-39 28 28-29 25 24 56-57 36-37 27 26-27 24 23 53-55 34-35 25-26 24-25 23 22 51-52 32-33 24 22-23 22 21 48-50 30-31 22-23 21 21 20 45-47 29 21 19-20 20 19 43-44 27-28 19-20 17-18 19 18 41-42 24-26 18 16 18 17 39-40 21-23 17 14-15 17 16 36-38 17-20 15-16 13 16 15 32-35 13-16 14 12 15 14 29-31 11-12 12-13 11 14 13 27-28 8-10 11 10 13 12 25-26 7 9-10 9 12 11 23-24 5-6 8 8 11 10 20-22 4 6-7 7 10 9 18-19 - - 5-6 9 8 15-17 3 5 - 8 7 12-14 - 4 4 7 6 10-11 2 3 3 6 5 8-9 - - 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 Based onthe charts above, we can see that there are several variations inscore conversions. To get a scale score of 20 on Math, you’d need to answer at least 31 questions correctly on the 2014-15 test but only 29 on the 2016-17 test. This difference hintsthat the Math on the 2014-15 testisof a slightly easier difficulty than that on the 2016-17 test. Why? Becauseyou'd need to score more raw points on the 2014-15 Math section to get the same scale score on the 2016-17 Math section. We can also see that if you were to get a raw Readingscore of 28on the 2014-15 test, you’d get a scale score of 23. Buton the 2016-17 test, this same raw score would net you a noticeably higher score of 25. Once again, this relationship indicates that the 2014-15Reading section is slightly easier than the2016-17 Reading section. So what do these findings ultimatelymean for us? First off, score conversions for the ACT don't seem to vary significantly. On these two tests, most differences are fairly nominal - around two or three points at most - indicating that there likely won't beany giant discrepancies in raw score conversionsfor upcoming ACTs. Perhaps more importantly, though, we seethatyou can never knowexactly how many questions you'll need to answer correctly to geta certain scale score on the ACT. All you can do is estimate the number of correct answers you'll need using patterns in conversions for previous tests. Now, try estimating the number of books in this insanely cool book spiral. Has the ACT Curve Changed Over Time? We know that eachACT uses a different equating formula to convert raw scores into scale scores. But hasthis pattern in conversions changedover time? To answer this question, we’re going to look at the oldest and newest ACT practice tests currently available online: the 2005-06 test and the 2016-17 test. (Remember, these practice tests are based on real ACTs, so their score conversion tables should give us a general sense of how the ACT curve haschanged, if at all, over the years.) 2005-06 and 2016-17 ACT Score Conversions Scale Score Raw Scores (2005-06) Raw Scores (2016-17) Scale Score Eng Math Read Sci Eng Math Read Sci 36 75 60 40 40 75 60 40 40 36 35 74 59 39 - 72-74 58-59 39 39 35 34 73 58 38 39 71 57 38 38 34 33 72 57 - - 70 55-56 37 37 33 32 71 55-56 37 38 68-69 54 35-36 - 32 31 70 54 36 - 67 52-53 34 36 31 30 68-69 52-53 35 37 66 50-51 33 35 30 29 67 50-51 34 36 65 48-49 32 34 29 28 65-66 48-49 32-33 35 63-64 45-47 31 33 28 27 63-64 45-47 31 34 62 43-44 30 32 27 26 61-62 43-44 30 33 60-61 40-42 29 30-31 26 25 58-60 41-42 28-29 31-32 58-59 38-39 28 28-29 25 24 56-57 38-40 27 30 56-57 36-37 27 26-27 24 23 54-55 36-37 25-26 28-29 53-55 34-35 25-26 24-25 23 22 52-53 34-35 24 27 51-52 32-33 24 22-23 22 21 49-51 32-33 23 25-26 48-50 30-31 22-23 21 21 20 46-48 30-31 21-22 23-24 45-47 29 21 19-20 20 19 43-45 28-29 20 21-22 43-44 27-28 19-20 17-18 19 18 40-42 25-27 19 19-20 41-42 24-26 18 16 18 17 38-39 21-24 18 17-18 39-40 21-23 17 14-15 17 16 36-37 18-20 17 15-16 36-38 17-20 15-16 13 16 15 33-35 15-17 15-16 14 32-35 13-16 14 12 15 14 30-32 12-14 14 13 29-31 11-12 12-13 11 14 13 28-29 9-11 12-13 11-12 27-28 8-10 11 10 13 12 26-27 7-8 10-11 10 25-26 7 9-10 9 12 11 24-25 6 8-9 9 23-24 5-6 8 8 11 10 21-23 5 7 7-8 20-22 4 6-7 7 10 9 18-20 4 6 6 18-19 - - 5-6 9 8 15-17 3 5 5 15-17 3 5 - 8 7 12-14 - 4 4 12-14 - 4 4 7 6 10-11 2 - 3 10-11 2 3 3 6 5 8-9 - 3 2 8-9 - - 2 5 4 6-7 1 2 - 6-7 1 2 - 4 3 4-5 - - 1 4-5 - - 1 3 2 2-3 - 1 - 2-3 - 1 - 2 1 0-1 0 0 0 0-1 0 0 0 1 Glancing at each section, you can probably already see that there are some key differences in how raw scores convert into scale scores. On the Science section, missing three questions gives you a scale score of 33 on the 2016-17 test but only a 30 on the 2005-06 test. This trend applies to the other scores in Science, too:you’d generally have to score more raw points in Science on the 2005-06 test to get the same scale scores in Science on the 2016-17 test. Thus,we can infer thatthe2005-06 Science questions were slightly easier than the 2016-17 Science questions. But do the other sections follow similar patterns? Yep!On Reading, a raw score of 35 translates to a scale score of 32 on the 2016-17 test but only a 30 on the 2005-06 test. Once again, this points to a slight difference in difficulty, with the 2005-06 Reading section being a little easier than the 2016-17 section. Likewise, on Math and English, the 2016-17 test tends to require fewer raw points to get certain scale scores than the 2005-06 test. Even withthe presence of these patterns, however, most differences in score conversions for the two tests are minimal.In fact, the vast majority of raw scores convert intoscale scores only one to two points lower or higher. So despite the fact there are clearly differencesin the equating formulasfor the two tests, we can conclude that the number of questions you must answer correctly to get certain scale scores on the ACT has remained relatively consistent throughout the years. Additionally,by taking into account the consistency of ACT percentiles, we seethat the overall difficulty of the ACT hasn’t experienced any drastic shifts, either, further supporting our conclusion. The number of sprinkles on these cookies is definitely NOT consistent. What Does the ACT Curve Mean for YOU? As I've mentioned before, theACT curve is extraordinarily useful for estimating the number of correct answers you'll need to get the scale score you want on test day. Before you start prepping for the ACT, find your target score. Then, use official ACT score conversion charts from practice tests to estimate the number of questions you'll need to get rightin order to reach your target scores for the English, Math, Reading, and Science sections. Just remember the caveat: noscore conversion chart will apply exactly to your upcoming ACT administration, as each of these charts showcasesthe equating process forone specific test.But by usingseveral charts together, you can give yourself a fairly accuraterange of raw-score-to-scale-score conversions. Additionally, it's important you understandthe following key pointsabout the ACT curve: When you take the ACT does not affectyour scale score.The equating process ensures that test takers on one test date will not have an advantage over test takers on a different test date, and this goes for state-sponsored administrations, as well. So don't believe the rumors - there's no easier or harder test date! (This is why raw scoresconvert differently intoscale scores!) Who takes the ACT does not affect your scale score.Scale scores are not like ACT percentilesin thatthey're not determined by how well other test takers perform. So, really, it doesn’t matter at all who you take the test with. Even if you were to take the ACT with all certified geniuses, their scores still wouldn't affect yours in the slightest! You can'tuse the ACT curve to game the system.Because you'llnever know beforehand how a specific ACTwill convert raw scores into scale scores, youcan't everguarantee yourself a higher score by taking the ACT on a certain date or with a specific group of people. Absolutely none of these factors affects the ACT curve, and anyone who claims otherwise is wrong! Unfortunately, you can't Houdini your way to a high ACT score. Recap: Is the ACT Curved? Despite what's often rumored, there is no ACT curve - at least not a traditional one. The ACT accounts for differences in difficulty among various administrations of the exam through a complex equating process. But because we don't know what the exact equating formula is for each test, we'll never be able to predict with certainty how raw scores on an upcoming ACT will convert into scale scores. Nevertheless, you can use score conversion tables from official ACT practice tests to estimate the number of correct answers you’ll need to reach your goal scores on test day. All official practice tests are based on past ACTs and thusoffer a realistic glimpse intohow raw scores typically convert into scale scores. Overall, the essential facts to remember about the ACT curve are the following: The ACT curve is actually an equating process that accounts for variances in difficulty among different test dates. Therefore,it doesn’t matter when or with whom you take thetest. The ACT curve has remained relatively stable over time, meaning the number of correct answers you need to get certain scale scores varies only minimallywith each test. You can't use the ACT curve to cheat the systemor secure yourself a higher ACT score, so don’t even bother trying! What’s Next? Want to learn more about ACT scoring?Get the rundown onhow the ACT is scoredand check out our guide for detailed tips on what the ACT score range means for you. Need ACT tips and resources?We've got a huge selection here at PrepScholar, whether you're looking for the best ACT prep books or our expert strategies for getting a perfect 36. What about the SAT? Does it have a curve, too? Hop on over tomy in-depth analysis of theSAT curve (coming soon) tolearn more about the SAT equating processand how raw SAT scores convert into scaled scores. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Spanish Words Adopted Into English

Spanish Words Adopted Into English Rodeo, pronto, taco, enchilada - English or Spanish? The answer, of course, is both. For English, like most languages, has expanded over the years through assimilation of words from other tongues. As people of different languages intermingle, inevitably some of the words of one language become words of the other. It doesnt take someone who studies etymology to look at a Spanish-language website (or the websites in nearly any other language) to see how English vocabulary, particularly as it relates to technical subjects, is spreading. And while English now may be giving more words to other languages than it is absorbing, that wasnt always true. For the English vocabulary today is as rich as it is largely because it accepted words from Latin (mostly by way of French). But theres also a small share of the English language that is derived from Spanish. Many Spanish words have come to us from three primary sources. As you can hypothesize from the list below, many of them entered American English in the days of Mexican and  Spanish cowboys working in what is now the U.S. Southwest. Words of Caribbean origin entered English by way of trade. The third major source is  food vocabulary, especially for foods whose names have no English equivalent, as the intermingling of cultures has expanded our diets as well as our vocabulary. As you can see, many of the words changed meaning upon entering English, often by adopting a narrower meaning than in the original language. Following is a list, by no means complete, of Spanish loanwords that have become assimilated into the English vocabulary. As noted, some of them were adopted into the Spanish language from elsewhere before they were passed on to English. Although most of them retain the spelling and even (more or less) the pronunciation of Spanish, they are all recognized as English words by at least one reference source. adios (from adià ³s)adobe (originally Coptic tobe, brick)aficionadoalbinoalcove (from Spanish alcoba, originally Arabic al-qubba)alfalfa (originally Arabic al-fasfasah. Many other English words beginning with al were originally Arabic, and many may have had a Spanish-language connection in becoming English.)alligator (from el lagarto, the lizard)alpaca (animal similar to a llama, from Aymara allpaca)armadaarmadillo (literally, the little armed one)arroyo (English regionalism for stream)avocado (originally a Nahuatl word, ahuacatl)bajada (a geological term referring to a type of alluvial slope at the base of a mountain, from bajada, meaning slope)banana (word, originally of African origin, entered English via either Spanish or Portuguese)bandoleer (type of belt, from bandolera)barbecue (from barbacoa, a word of Caribbean origin)barracudabizarre (some sources, not all, say this word came from the Spanish bizarro)bonanza (although the Spanish bonanza can be used synonymously with the E nglish cognate, it more often means calm seas or fair weather) booby (from bobo, meaning silly or selfish)bravo (from either Italian or Old Spanish)bronco (means wild or rough in Spanish)buckaroo (possibly from vaquero, cowboy)bunco (probably from banco, bank)burrito (literally little donkey)burrocafeteria (from cafeterà ­a)caldera (geological term)canary (Old Spanish canario entered English by way of French canarie)canasta (the Spanish word means basket)cannibal (originally of Caribbean origin)canoe (the word was originally Caribbean)canyon (from caà ±Ãƒ ³n)cargo (from cargar, to load)castanet (from castaà ±eta)chaparral (from chaparro, an evergreen oak)chaps (from Mexican Spanish chaparreras)chihuahua (dog breed named after Mexican city and state)chile relleno (Mexican food)chili (from chile, derived from Nahuatl chilli)chili con carne (con carne means with meat)chocolate (originally xocolatl, from Nahuatl, an indigenous Mexican language)churro (Mexican food)cigar, cigarette (from cigarro)cilantrocinch (from cincho, belt)cocaine (from coca, from Quechua kà ºka) cockroach (Two English words, cock and roach, were combined to form cockroach. It is believed, but isnt certain, that the words were chosen because of their similarity to the Spanish cucaracha.)coco (type of tree, from icaco, originally Arawak ikaku from the Caribbean)comrade (from camarada, roommate)condor (originally from Quechua, an indigenous South American language)conquistadorcorralcoyote (from the Nahuatl coyotl)creole (from criollo)criollo (English term refers to someone indigenous to South America; Spanish term originally referred to anyone from a particular locality)dago (offensive ethnic term comes from Diego)dengue (Spanish imported the word from Swahili)desperadodorado (type of fish)El Nià ±o (weather pattern, means The Child due to its appearance around Christmas)embargo (from embargar, to bar)enchilada (participle of enchilar, to season with chili)fajita (diminutive of faja, a belt or sash, probably so named due to strips of meat)fiesta (in Spanish, it can mean a part y, a celebration, a feast - or a fiesta) filibuster (from filibustero, derived from Dutch vrijbuiter, pirate)flan (a type of custard)flauta (a fried, rolled tortilla)flotillafrijol (English regionalism for a bean)galleon (from Spanish galeà ³n)garbanzo (type of bean)guacamole (originally from Nahuatl ahuacam, avocado, and molli, sauce)guerrilla (In Spanish, the word refers to a small fighting force. A guerrilla fighter is a guerrillero.)habanero (a type of pepper; in Spanish, the word refers to something from Havana)hacienda (in Spanish, the initial h is silent)hammock (from jamaca, a Caribbean Spanish word)hoosegow (slang term for a jail comes from Spanish juzgado, participle of juzgar, to judge)huarache (type of sandal)hurricane (from huracn, originally an indigenous Caribbean word)iguana (originally from Arawak and Carib iwana)incomunicadojaguar (from Spanish and Portuguese, originally from Guarani yaguar)jalapeà ±ojerky (the word for dried meat comes from charqui, which in turn came from the Quechua charki)jicama (ori ginally from Nahuatl) key (the word for a small island comes from the Spanish cayo, possibly of Caribbean origin)lariat (from la reata, the lasso)lasso (from lazo)llama (originally from Quechua)machetemachismomacho (macho usually means simply male in Spanish)maize (from maà ­z, originally from Arawak mahà ­z)manatee (from manatà ­, originally from Carib)mano a mano (literally, hand to hand)margarita (a womans name meaning daisy)mariachi (a type of traditional Mexican music, or a musician)marijuana (usually mariguana or marihuana in Spanish)matador (literally, killer)menudo (Mexican food)mesa (In Spanish it means table, but it also can mean tableland, the English meaning.)mesquite (tree name originally from Nahuatl mizquitl)mestizo (a type of mixed ancestry)mole (The name for this delightful chocolate-chili dish is sometimes misspelled as molà © in English in an attempt to prevent mispronunciation.)mosquitomulatto (from mulato)mustang (from mestengo, stray)nachonada (nothing)negro (comes from either th e Spanish or Portuguese word for the color black) nopal (type of cactus, from Nahuatl nohpalli)ocelot (originally Nahuatl oceletl; the word was adopted into Spanish and then French before becoming an English word)olà © (in Spanish, the exclamation can be used in places other than bullfights)oregano (from orà ©gano)paella (a savory Spanish rice dish)palomino (originally meant a white dove in Spanish)papaya (originally Arawak)patio (In Spanish, the word most often refers to a courtyard.)peccadillo (from pecadillo, diminutive of pecado, sin)peso (Although in Spanish a peso is also a monetary unit, it more generally means a weight.)peyote (originally Nahuatl peyotl)picaresque (from picaresco)pickaninny (offensive term, from pequeà ±o, small)pimento (Spanish pimiento)pinole (a meal made of grain and beans; originally Nahuatl pinolli)pinta (tropical skin disease)pinto (Spanish for spotted or painted)pià ±atapià ±a colada (literally meaning strained pineapple)pià ±on (type of pine tree, sometimes spelled pinyon)plantain (from pltano or plntano) plazaponcho (Spanish adopted the word from Araucanian, an indigenous South American language)potato (from batata, a word of Caribbean origin)pronto (from an adjective or adverb meaning quick or quickly)pueblo (in Spanish, the word can mean simply people)puma (originally from Quechua)punctilio (from puntillo, little point, or possibly from Italian puntiglio)quadroon (from cuaterà ³n)quesadillaquirt (type of riding whip, comes from Spanish cuarta)ranch (Rancho often means ranch in Mexican Spanish, but it can also mean a settlement, camp or meal rations.)reefer (drug slang, possibly from Mexican Spanish grifa, marijuana)remuda (regionalism for a relay of horses)renegade (from renegado)rodeorumba (from rumbo, originally referring to the course of a ship and, by extension, the revelry aboard)salsa (In Spanish, almost any kind of a sauce or gravy can be referred to as salsa.)sarsaparilla (from zarza, bramble, and parrilla, small vine)sassafras (from sasafrs)savanna (from obsolete Spanish à §avana, originally Taino zabana, grassland) savvy (from sabe, a form of the verb saber, to know)serape (Mexican blanket)serrano (type of pepper)shack (possibly from Mexican Spanish jacal, from the Nahuatl xcalli, adobe hut)siestasilosombrero (In Spanish, the word, which is derived from sombra, shade, can mean almost any kind of hat, not just the traditional broad-rimmed Mexican hat.)spaniel (ultimately from hispania, the same root that gave us the words Spain and espaà ±ol)stampede (from estampida)stevedore (from estibador, one who stows or packs things)stockade (from a French derivation of the Spanish estacada, fence or stockade)taco (In Spanish, a taco can refer to a stopper, plug or wad. In other words, a taco originally meant a wad of food. Indeed, in Mexico, the variety of tacos is almost endless, far more varied than the beef, lettuce and cheese combination of U.S.-style fast food.)tamale (The Spanish singular for this Mexican dish is tamal. The English comes from an erroneous backformation of the Spanish plural, tamale s.) tamarillo (type of tree, derived from tomatillo, a small tomato)tangotejano (type of music)tequila (named after a Mexican town of the same name)tobacco (from tabaco, a word possibly of Caribbean origin)tomatillotomato (from tomate, derived from Nahuatl tomatl)toreadortornado (from tronada, thunderstorm)tortilla (in Spanish, an omelet often is a tortilla)tuna (from atà ºn)vamoose (from vamos, a form of to go)vanilla (from vainilla)vaquero (English regionalism for a cowboy)vicuà ±a (animal similar to a llama, from Quechua wikuà ±a)vigilante (from adjective for vigilant)vinegarroon (from vinagrà ³n)wrangler (some sources say word is derived from Mexican Spanish caballerango, one who grooms horses, while other sources say the word comes from German)yucca (from yuca, originally a Caribbean word)zapateado (a type of dance emphasizing movement of the heels)

Animal Rights Essay Example | Topics and Well Written Essays - 750 words - 3

Animal Rights - Essay Example The proponent agrees to have animal welfare instead. In today’s move to go for animal rights, activists in this movement tend to suggest the people not to have animal’s meat at their table. Instead, they recommend fruits and vegetables. They also try to protect the animals by strongly opposing the use of them in various scientific experiments and medical trials. This is just some of the extremities brought about by strong advocacy towards animal rights. Non-human animals and their lives have been considered valuable and important and in such a way some other important issues are overlooked. Whether non-human animals have the right to be treated just like as humans or not, the entire issue should be examined based on their capacity to go for a social contract. In a social contract, individuals have moral and political obligations in order to come into an agreement in the formation of the society. In other words, there is an obligation that needs to be fulfilled in order to create a society or a better place to live in. In short, there is a form of obedience that needs to be fulfilled and that should be implemented for as long as individuals are dependent on their needs within the society for the preservation of their lives (Rousseau 2). Unfortunately, it is evident that animals do not have enough capacity to fulfill their moral and political obligations in the society. Indeed some of them are dependent on the lives of the people, but some of them also are dependent on the law of nature. The nature itself is under the authority of humans. Thus, each animal is still under the authority of man. The preservation of animals’ lives is indeed a moral obligation of man. Thus, they need animal welfare which has to be strongly established by man who has the authority over everything on earth. However, to give animals moral and political obligations is truly departing from the reality. There is a governing principle which is the

LANGUSGE AND THEMATIC ANALYSIS OF THE EXCERPT FORM THE ROVER Essay - 1

LANGUSGE AND THEMATIC ANALYSIS OF THE EXCERPT FORM THE ROVER - Essay Example Willmore and Angelica as Angelica is observed to be holding a gun against Willmore’s breast and threatening to take his life while Willmore tries to placate her and tries to save himself from Angelica’s wrath. The various themes projected in this scene include theme of appearance and reality, theme of love and theme of revenge. The theme of appearance and reality is apparent from the very first line of stage setting instructions of this scene as it states, â€Å"enter again the page conducting in Angelica in a masquing habit and a vizard†. Angelica’s garb of a young page to hide her identity not only reflects on the theme of appearance and reality but also supports theme of deception in the play. Moreover theme of love and appearance and reality are also observed to be interconnected during the course of this scene. The reason being that Angelica says at one point, â€Å"oh if I take no heed my coward heart will leave me at his mercy† this line reve als her love for Willmore yet at the same time she keeps up a strong demeanor of a woman bent on taking her revenge. Hence through her behavior the readers observe that her action of hiding her true feelings and keeping up an angry and strong upfront also illustrates the theme of appearance and reality yet at the same time reveals her vulnerability and love for Willmore.

Power Versus Domination Essay Example for Free

Power Versus Domination Essay Although Foucault’s methodology of archaeology and genealogy of knowledge contribute greatly to the study of history of knowledge but contrary to general facts of social science. Foucault’s archaeology and genealogy of knowledge produce outstanding works such as History of Madness and History of Sexuality. But, in fact, in theory and practice of social change there is no relation between power and domination. But on the other hand, Foucault’s methodology makes us more sensitive to relation between power and domination. Thus, why is obviously contradict to general fact of science. Foucault with the method of archaeology and genealogy proved that the history about the healing of the mad in ancient times and now is under the influence of power and domination. In Foucault’s History of madness he tried to explain about how to heal ‘mad people’. In the past, treatment of mad people were exiled to a desert island. Meanwhile, the treatment is more human than the people made by being placed in the ‘clinic’. But because of power and domination this treatment is more restrained treatment or even torture. That why, Foucault’s methodologies contribute to the history of knowledge. However, Foucaults methodologies contradict the reality of social science. the general fact of science showed that there is no relation between power and domination. In short, power is not to dominate, and domination is not to support power. Power does not control all aspects of life whether personal life or social. It showed by the existence of ‘human right’. The reality of social science tends to ignore the power in the world of science. For me knowledge is a neutral, objective and innocent. So, Foucault’s methodologies are opposed to the assumption that knowledge is a neutral, objective and innocent.

Form and Structure of the play Blood Wedding :: English Literature

Form and Structure of the play 'Blood Wedding. Form and Structure The play 'Blood Wedding' has Three Acts and Seven scenes all together. In the first act we are introduced to all of the characters, where we see their first impressions of them. In act two we see the characters developing, learning new things. In the end we have an ending, which isn't expected and could shock the audience. Lorca was a Spanish writer so therefore his play is set in the Spanish culture. The play begins by introducing the mother and the bridegroom who are arguing about knives. As the audience we begin to notice that the mother has a problem with knives. The pace of the two characters was relaxed at first but soon the tension begins to rise between the two characters as soon as the word knife was mentioned. When the bride arrives, the atmosphere of the play changes, the happy atmosphere is interrupted. The mother begins to get cautious, as she is not keen on the bride at first because she knows absolutely nothing about her. When the mother meets the bride and her father, the two parents start to compare there son and daughter too one another, I think this shows that there is a competition atmosphere between the two characters, this is when the tension begins to rise again, the mood becomes jealous because I think Lorca wants to set the father that he wants his daughter to be the best and this is the same with the mother. "My son has the very best of prospects." "My daughter is the finest of girls." As the visit continues, I notice that the bride is a bit awkward with the mother, she sounds as though she is hiding something. I think this causes a great amount of tension, the atmosphere starts to become dark and secret. We also notice that the bride is acting around the mother, giving her sharp answers, she sounds as though she doesn't want to get married, unsure of her decision. I think the bride is a very important character of the play as the pace, tension, atmosphere and the mood changes. The tension and the pace continues rising, the atmosphere is starting to get deceitful as she doesn't want to marry the bridegroom and the mood becomes secretive. On the day of the wedding, we see that the atmosphere is confused, flustered and closed because I feel that the bride knows she doesn't have much time to decide if she will go through with the wedding. As the maid continues to do the brides hair, we notice that the maid is

Hrm 531 Training and Mentoring Program

Training & Mentoring Program Student HRM 531 April 4, 2011 Instructor Training and Mentoring The merger between InterClean and EnviroTech is fast approaching. Our two companies will soon be crossed trained in various functions and positions within the newly formed organization. We have individuals from both organizations who have strong sales and leadership skills. In addition, InterClean executives need to balance growth and sustained success both locally and worldwide. In order to do that, it is necessary to establish a training program for the newly formed sales team. Cascio (2005) explains that identifying content, design, types of learners and what it will do for InterClean are some of the targets to reach for. The real measure however, Cascio explains, lies in the results obtained, in this case how well we perform as a sales team (page 317). As we move forward in this memo, we will explain the importance of evaluating the value of the training program. Since this is a step-by-step process we will break the subjects into the following areas, assessment, training, capabilities, implementation and evaluation. Assessment of the Training Needs The goal of training assessment needs is to identify areas where the new sales team will need additional support. For instance, since this new sales team is a meld of experienced sales representatives from both organizations, each sales representative has his/her unique style and ability. The next few paragraphs will identify and talk about the training needs identified. Training – Orientation First, InterClean believes that an employee orientation is in order. Introducing our new sales associates to InterClean procedures and methods of operations and expectations will answer many pending questions. Although some of the newly formed team are from InterClean, it is important to have everyone in the sales team be included in the orientation training. Cascio (2005) believes that there are three major areas in which to focus when providing an orientation: Company Standards, Social Climate, and Technical Aspects (page 317). Specifically, job performance skills identified within the team include familiarization with InterClean standards and expectations. These standards and expectations, including company goals, are not the same as when InterClean began and it is imperative that all sales team members attend this training. This will allow employees understand company policies, goals and expectations. The topic of social climate allows for the team to understand the group dynamics and hopefully begin blending of customs, attitudes and behaviors. Training in technical aspects will give all sales team members an advantage as they will be fully prepared to answer questions about both products and services as well as demonstrate use. All team members are expected to complete the Orientation training since the dynamics of the company are changing. Training – Customer Service Customer Service training has been identified as one of the most crucial training areas within the InterClean sales team. There are several members of the new team who have excellent customer service skills. They will however, need to consider how to maintain consistent communication with the customer so that one sales associate will provide the same service as the next. Having a positive relationship with the customer will provide a solid foundation which will help the sales team focus on â€Å"helping the customer† vs. â€Å"selling to the customer. † This concept will help InterClean realize the 40% growth expected through the merger of the two companies. Cascio (2005) suggests that improving customer satisfaction, identifying customer needs, satisfaction and building better customer responsiveness is a paramount to improving the bottom line (page 292). All employees are expected to complete the Customer Service Training. Training – Team Building The new sales team will be learning to face challenges together and work as a cohesive, organized team. To reach this goal, it is imperative that the sales team, including management, undergo team building training. Providing training for everyone in the sales team, team members can learn behaviors that will help each other. For instance, asking for help is sometimes hard, yet working within a team it is imperative that we have that ability. We lean on each other for ideas, creativity, technical skills and input. It is so important to consider the ideas of others; brainstorming often fosters free thinking, ideas, and asking questions. (Cascio 2005 pg. 288) Training – Leadership & Record Keeping Training in leadership will be offered to the Vice President of Sales, Sales Manager and the Trainer/Outside Sales Representative. The training sessions for the three individuals will focus on team building and leadership. The VP of Sales and the Manager need additional training in record keeping. Organizational Capabilities InterClean has the resources to complete the above described training. The Vice President of HR has developed a strategy plan which will align the two companies with the most qualified individuals. This plan includes a detailed job analysis, skills assessment and a selection of the top members of the sales force. In addition, HR has developed a training program based on the training needs of InterClean. Statement of the Training Objectives Orientation Objectives †¢ Increase awareness of company goals, expectations and vision †¢ Employees will develop a sense of purpose and focus Provide employees with latest rules and regulations related to products and services †¢ Provide a record of training in company standards, expectations, method of operation and regulations related to products and services Customer Training Objectives †¢ Increase customer satisfaction through improved business relationships with the customer †¢ Increase repeat business through higher level of customer satisfaction †¢ Increase consistency between sale s associates so all customers receive identical core services †¢ Increase sales by 10% first year and 40% by end of second year Record Keeping Objectives Introduce methods related to maintaining accounts †¢ Increase record keeping accuracy Team Building Objectives †¢ Allow team to get to know each other †¢ Emphasize individual leadership and initiative †¢ Increase interdependence and thereby cooperation †¢ Give team members tools to help problem solve Method of Implementation The training program will be announced within the next seven days. The course will be outlined over a two-day period with follow up sessions available for product information and sales. Three sessions (Orientation, Customer Training and Team Building) will include the entire sales force, while Record Keeping training will include VP of Sales, Sales Manager and the Trainer (for a portion thereof). Methods of Instruction †¢ Seminar †¢ PowerPoint †¢ Group exercises †¢ Role Playing †¢ Guest speakers (product development, laws & regulations, EnviroTech) Instructors †¢ Janet Durham – leadership and previous sales skills †¢ Tom Jennings – Planning for global dominance †¢ Sally Lindley – Partnerships Training Location †¢ EnviroTech facility Duration of Training 2 full days, with 1 week breakout sessions tailored to mentor students Record Keeping (related to training) †¢ Sign in Sheets †¢ Copy of each presentation †¢ Duration of training †¢ Document of videos, speakers, etc †¢ Video tape training sessions where appropriate Evaluation of the Program’s Success Assess Potential Suc cess We will be able to assess the potential success of the training program through several avenues. One being a series of feedback from the attendees. In addition, pre-test to measure knowledge, skills and ability prior to training and post-tests to evaluate increase knowledge, skills and ability after training. As trainees venture into role-playing and practicing with the techniques, they will begin to discover potential pitfalls and relative improvements. Demonstration of techniques learned is crucial to success. Another measurable activity will be an increase in the number of sales. The overall success of the training program will be evident in the increase in profits. Reinforcements †¢ Rewards for reaching sales goals, both individual and group †¢ Promotion to senior levels, stability on the senior level is determined by consistently meeting goals. Conclusion As the training program evolves, so do the employees. With the strong leadership and sales skill present within the team, success is immanent. However, the success of the sales team is only as good as the training and support system provided by InterClean. In this memo we have outlined the training program we believe will assist the new team to take on the challenge of both product and service and provide the customer with everything they need. Reference Cascio, W. F. (2005). Managing Human Resources (7th ed. ). New York, NY: McGraw-Hill.

Leading your work team Essay

Difference between leadership and management Both managers and leaders have positive and some flawed qualities with any organisation. Leaders establish direction and have vision for the future. They tend to plan ahead by developing new ideas to achieve goals set out. Other qualities they have are that they drive people to exceed their own limitations, give others some responsibility by delegating some duties. Leading using these methods and communicating inspires trust from people, colleagues and employees. When trust is achieved respects is grown from each individual and vice versa, the leaders respect each individual and each person’s merits as everyone can make different contribution but on their own level. Through empowering people with involvement they create motivation and energise people to overcome some obstacles and can defiantly have a positive outcome and see a marked improvement or change with a team and or individual. But on the other hand, leadership can be flawed and sometimes can have a negative impact on a team, especially when leaders become too friendly, they try to please everyone and sometimes within an organisation this cannot be possible. It is then that a break in mutual respect, motivation and trust appears. There should always be a line between staff, leaders and managers. Management do tend to manage the processes such as timetable, budgets and actions on a day to day basis by controlling and allocating resources to maintain the status quo or ensure things happen according to already established plans. Another difference is that they rely on control and they work on solving problems but are focused people who focus on systems, policy and procedures. Decision-making is also amongst a managers strengths. Managers tend to monitor every result against each plan and if necessary will take corrective action which makes them predictable but on the other consistent and have clear defined order. However sometimes there can be an overemphasis on outcome at the expense of neglecting the people. Why leadership is important within own team? Team leader plays an important role in guiding team members and motivating them to stay focused as every member contributes to their own level to best achieve their assigned targets or goals. Every team should have a team leader who can hold his team together and extract the best out its team members. Leaders should be a role model and be such that individuals can draw inspiration from and seek advice and guidance whenever required. An effective leadership must be impartial, support one and all equally and discuss any goals that needs to set or issues on an open forum where applicable and make tram members aware of their roles and responsibilities and not impose things on their members. Within my working organisation, we have teams that consist of ten team members of which are of mixed skill levels and each team are assigned a clinical team leader. Team leaders are approachable and they should lead by example by providing what we as organisation set out to achieve which is the best p ossible care for each person we attend to regardless of our skill level within the trust. Guidance within our work base could be from anything from personal circumstances to any clinical issues that employees require assistance, guidance, reassurance or clarification of practices. This is why it is important to have a good leadership style and person within our teams, someone who is approachable and on top of their game to be able to provide support and drive the staff to work to the best of their ability. Team leaders need to recognise each team members needs and be able to help and guide each member of its team to achieve their best potential this could be organising further training, provide emotional support after some difficult clinical cases and also show some appreciation of the diisfulct and successful cases staff attend on a daily basis. Communication is vital in our work base as many new information, policy procedures is normally cascaded to each team member via team leaders and it is important that team leaders make sure that each individual knows exactly their new or enhanced responsibilities. Despite the best intention of organisations and team leaders, some leadership styles can be ineffective and for various reasons implications and impact of an ineffective leadership can affect teams morale, goals and standard set out will without a doubt be below the expected standard. Many reasons could be  too responsible such as environmental issues i.e. teams are not given adequate resources of equipment in my work place to do their job to the highest standard. Lack of recognition of good work can have a negative impact. Appreciation can be a big morale booster. Goals that are not set out clearly and lack of communication can lead to ineffective team and mistakes can happen. This could lead to everyone doing their own thing and poor relationship between team members including team leaders can lead to conflict and personality conflicts. These issues can be resolved with planning, processes and performance appraisals etc. Different leadership styles Democratic:- One of the leadership styles, which is effective and can lead to higher productivity, better contribution from team members and it is a style that can increase on teams’ morale. Reasons for this are because team members take more of a participative role in the decision-making process. This style has a positive effect when used in work place, sometimes I have to work with a new inexperienced trainee or even lower grade colleague. We discuss together where possible any issues i.e. diagnosis, treatment of patients etc. I ask them â€Å"What are their thoughts?† and get their valuable input and opinions. I find that trainees become more confident, will ask more questions and become more eager to learn new techniques, and take more responsibility. Benefits of democratic leadership are appropriate in my field of work; staff become more involved and cares more about end result. It does have its flaws, the process of consultation can turn into procrastination and if a business has urgent issues or in my work place if we have time critical patient then democratic leadership style is not a trait that is required. Democrats can’t normally work to these tight timescales. Talking to lots of people and gathering opinions take time but true democrats are unwilling to cut corners. They can also appear indecisive and unwilling to make a decision. Coercive:- This leadership style demands immediate compliance. It is more that the leader rules by fear â€Å"my way or the highway†. Coercive leaders take charge drives to achieve and have self-control but can have an overall detrimental effect on team members. This style would not be suitable in my role, as our working ethics on a day to basis is reliant on team work and a leader of this style could cause animosity between staff and leader and could possibly lead to mistakes being made on the frontline which could be catastrophic for patients. Bu these leader ships qualities could be useful when a company is in crisis or an organisation in trouble. Pacesetter style:- This leadership style sets high performance standards to all members including him. The style sounds very admirable but has more of a negative impact on members as they tend to have a problem with trusting their team. They rest on being smarter, more thorough than everyone else and can unintentionally undermine the effects of their team members. A pacesetter would have negative impact in my work place as trust in each other is required when working as a team to achieve our goals. Undermining even if unintentionally can have a negative effect on working relationships. But on the other hand can also be effective in other field of work especially if the team are highly motivated and the members’ style and competence already fit the expectations of the pacesetter. Paternalistic:- This style is by acting as a father/mother figure by taking care of their team members as a parent would their child. They receive complete trust and loyalty from their team when they lead with complete concern of their members. Teams are expected to become totally committed to what the leader believes. Relationships are solid, but can have a negative impact if the leader starts showing favouritism in decisions and could lead to breakdown of relationships. Most commonly used leadership and its effects on own team Within the organisation I work, there are a couple of main leadership styles used. As an organisation of uniformed and non uniformed public sector, and depending on the level of leadership or where in the chain of command the style vary somewhat. The higher the chain the more bureaucratic method of leading is used. They have fixed official duties under a hierarchy of authority, applying a system of rules of management and decision-making. Bureaucratic leadership can be broken down into different components which also outline the basic structure of the NHS. Fixed official duties – Accountability Authority Responsibility Hierarchy of authority – lower grades are answerable to and under supervision of level above CEO, Directors etc Technical expertise- – Medical director has a medical background as well as management. System of rules- behavioural and technical rules i.e. scope of practice – conduct and performance management, policies and procedure Written documentation – policies, procedures to help with accountability, decision-making guidance etc. However, if this style of leadership is used inappropriately then it can have negative impact, consequences causing lack of flexibility and work throughout the team from hierarchy through to the structures below. Democratic leadership style is also used within my immediate work place, especially when working with lower grade or new trainee staff during a shift. This approach encourages staff to become part of decision-making process. For example, whilst working with a new member of staff we can attend to numerous different patients with each requiring thorough can careful examination to help us be able to treat each patient to the best of our a bility. I try to encourage new staff and lower grades to become more confident and help in making decision, deciding on treatments by asking their opinions and what their thoughts are. I find this has a positive  effect on team members, improve communication, gain respect and can produce good working ethics. The leader still has full control of its members and still has final decision but it is a decision with input from team that is encouraged. But this is very time consuming and as public service we may not have time to do this, on a more personal note some patients are time critical and this leadership style would not be appropriate at that specific time as decision need to be made very quickly and make sure that team members, colleagues, patients are safe and not harmed. Laissez-faire leadership style is also commonly used in my field of work. This is a style that can be used between team leaders and its members as the leader doesn’t get involved with our day to day work and tends to leave staff to it. Team leaders need smart, dedicated and motivated team members that they can rely on to complete a task and work to the highest standard. For example, within the ambulance service during a major incident a team leader/ officer will leave paramedics to treat patients whilst he or she is outside securing and organising resources etc. They must have trusted in its team members for this to work effectively. Like many other style it can have a downfall and can be somewhat ineffective as some times teams can feel that they have no guidance or support when they are left to get on with it! Own leadership style I believe that I have a couple of leadership style and it totally depends on the situation. As long as patients are not time critical and time is on our side I think I use a coaching style leadership because it is a style that develops people by offering hands-on advice to problem solving. It can be summed up in a phrase â€Å"try this.† It works best when helping staff to build a lasting personal and professional strengths and confidence and make them more successful overall but I suppose it can be hampered if my colleagues are defiant and unwilling to learn or change. Along with coaching style I think that I adopt a bit of a democratic leading method. As we have teams of 10 members to each team leader it is a good quality in my opinion to lead in an open style, we discuss issues openly as a team and as individuals when necessary. Ideas move freely amongst the group and discussion is relatively free flowing. I believe this style is needed in our work place as it dynamic  and rapidly changing environment. The style means facilitating the conversation, encouraging staff to share their ideas, issues and opinions and using these to make the best possible decision. I can communicate very well and communicating is one of the key elements of democratic leadership where you must be able to communicate decision, information etc back to your group, this then keeps unity, good solid relationship m trust and mutual respect between leader and its members. I would like to think that leading in this way brings out an experienced, confident and professional team.

Job Prospects for ESL Teachers in the U.S.

Job Prospects for ESL Teachers in the U.S. If youve ever thought about changing professions to become an ESL teacher, now is the time. Increasing demand for ESL teachers has created a multitude of ESL job opportunities in the US. These ESL jobs are being offered by states which are offering a number of job training opportunities for those not already qualified to teach ESL. There are two principle types of ESL jobs that are in demand; positions which require bilingual teachers (Spanish and English) to teach bilingual classes, and ESL positions for English-only classes for speakers who have a limited ability in English (LEP: limited English proficiency). Recently, the industry has moved away from speaking about ESL and has turned to ELL (English language learners) as the preferred acronym.   ESL Job Demand Facts Here are some statistics that point to the great need: According to the  National Center for Education Statistcs, In school year, 27 percent of all schools with bilingual/ESL teaching vacancies found them very difficult or impossible to fill, more than for many other teaching fields. Since this report, the number of ESL job vacancies has grown rapidly.From the same report: As the number of children with difficulty speaking English has increased (from 1.25 million in 1979 to 2.44 million in 1995), so has the burden on school systems to recruit teachers with the skills necessary to teach these classes. The difficulty schools have in filling such positions is one indication of whether the supply of bilingual and ESL teachers is adequate to meet the demand.The number of LEP speakers grew 104.7%, from 2,154,781 in 1989 to 4,416,580 in 2000 according to a survey performed by the National Clearinghouse for English Language Acquisition. Now for the good news: As a means of meeting the ESL job demand a number of special programs have been implemented around the United States for non-certified teachers. These programs provide an excellent means for teachers who have not taught in the State education system to take advantage of these opportunities. Even more exciting, it provides an opportunity for those from a wide variety of backgrounds to become ESL teachers. Some of these even provide a financial bonus (for example a bonus of up to $20,000 in Massachusetts) for joining their programs! Teachers are needed throughout the country, but principally in large urban centers with high immigrant populations.   Education Required In the U.S., the minimum requirement for programs is a bachelors degree and some sort of ESL qualification. Depending on the school, the qualification required might be as simple as a months certificate such as the CELTA (Certificate in Teaching English to Speakers of Other Languages). The CELTA is accepted around the world. However, there are other institutions that provide training online and in weekend courses. If youd like to teach in a community college or at a university, youll need at least a masters degree preferably with a specialization with ESL.   For those who would like to teach in public schools (where demand is growing), states require additional certification with different requirements for each state. Its best to look into the certification requirements in the state in which you would like to work.   Business English or English for Special Purposes teachers are in high demand outside of the country and are often hired by individual firms to teach staff.  Unfortunately, in the United States, private companies rarely hire in-house teachers.   Pay Despite the need for quality ESL programs, pay remains rather low except at larger accredited institutions such as universities. You can find out about average salaries in each state. Generally speaking, universities pay best followed by public school programs. Private institutions can vary widely from near minimum-wage to much better-paid positions.   To meet the growing demand for ESL teachers, a number of websites have created invaluable resources for the recruitment of teachers. This guide provides some tips on becoming an ESL teacher. Other opportunities are open to those who are in mid-career  or do not have the exact teacher certification required by any individual state for ESL jobs in the public school system. For more information on teaching ESL in the United States, TESOL is the leading association and provides a great deal of information.

The DREAM Act Explained

The DREAM Act Explained The Development, Relief, and Education for Alien Minors Act, also called the DREAM Act, is a bill last introduced into Congress on March 26, 2009. Its purpose is to give undocumented students a chance at becoming permanent residents. The bill provides students with a path to citizenship regardless of the status passed on to them by their undocumented parents. A previous version of the bill states that if a student entered the U.S. five years before the passage of the legislation and was under age 16 when they entered the U.S., they would be eligible for a six-year conditional residency status after completing an associates degree or two years of military service. If at the end of the six-year period the individual has demonstrated good moral character, he or she could then apply for U.S. citizenship. More information about the DREAM Act can be found on the DREAM Act Portal. Why Support the DREAM Act? Here are some of the points supporters of the DREAM Act make to justify it: These young immigrants are blameless for their current predicament. They were brought here at a young age by their parents and had no say in the matter. It makes no sense and is morally wrong to punish them for the offenses of their parents. The government should treat them as victims, not offenders. The country has already made a substantial investment in many of these young immigrants and it would be senseless to throw that away. Most of them have attended public schools. They have earned high school diplomas in the public system. Many have benefited from public healthcare and some from other public assistance. The government could get a return from these investments by allowing them to contribute to the U.S. economy and society. Many have completed high school but cannot attend college because of their undocumented status. Studies show DREAM Act immigrants could provide a powerful boost to the U.S. economy.Many of the typical complaints about immigrants don’t apply to these young people. Most are as American as the native-born citizens around them. They speak English, understand American life and culture, and they are fully assimilated. They tend to be highly motivated and prepared to accept the responsibilities of U.S. citizenship. DREAM Act legislation could transform this lost generation of young people into U.S. taxpayers. Even some conservative Republicans such as former Texas Gov. Rick Perry support the DREAM Act because it would make these immigrants taxpayers who contribute to the economy, instead of people forced to live unproductive lives in the shadows of a nation that won’t acknowledge them. â€Å"Are we going to create a class of tax wasters or are we going to create taxpayers?† Perry said. â€Å"Texas chose the latter. Every state has the freedom to make that decision.†Bringing these young immigrants out of the shadows would enhance national security. As long as the government considers them here illegally, they will not come forward. National security is strengthened when everyone in the country lives openly and contributes to society. To take advantage of the DREAM Act, young immigrants would be required to pass background checks and give their addresses and contact informati on to the government.Giving legal status to these young immigrants through the DREAM Act would not cost the government. In fact, the fees immigration officials could charge applicants could more than cover the administrative costs of running the program. Former President Barack Obama’s deferred action, DREAM Act alternative program already uses fees to cover its costs. Many of the eligible young immigrants are willing to give public service to the country, either through the U.S. military or non-profit enterprises. The DREAM Act could be the catalyst for a wave of service and social activism across the country. Young immigrants are eager to contribute their time and energy to a nation that embraces them.The DREAM Act is in keeping with the United States’ heritage as a nation that treats immigrants fairly and makes special efforts to reach out to young people. American tradition as a sanctuary for exiles dictates that we allow these innocent immigrants a chance to move on with their lives and not cast them as refugees without a homeland.

(EAST ASIA) 20th century korean history Essay Example | Topics and Well Written Essays - 1500 words - 1

(EAST ASIA) 20th century korean history - Essay Example When the Catholics were massacred by Taewon-gun, one of Korea’s prominent leaders, the incident gave France a good excuse to put up aggression against Korea whose forces, however, resisted the French invaders. The latter pulled out in failure in October of 1866. Japan started its plans to have control over Korea in 1868 and was impliedly encouraged by the Americans and, in 1871, the United States government gave orders for its Asian naval war chests to occupy the island of Kanghwado in an attempt to compel Korea to open its ports. Despite their might, the American soldiers did not succeed in gaining entry and withdrew from Korean territory. Japan finally got control of Kanghwado with full combat equipment on January 16, 1876. Under intimidation and vitiated consent, the Koreans were coerced to enter into a very one-sided treaty consisting of twelve articles all advantageous to the Japanese while onerous against the islanders. The pact gave what appeared to be a legal basis for Japan to win some more concessions in its favor. Gradually, Japan established further prominence and influence in Korea in 1881 when its Wonsan and Inch’on harbors were opened. As Japanese presence and supremacy became apparently burdensome, the Korean people started to differ in their inclinations. Some were against the corrupt foreign intervention while others were for reforms in the domestic landscape. Koreans who were advocates of the theories and principles of Confucius despised the entry of foreigners including European capitalists. These idealists considered the intrusions disturbing and destructive. In the process, the Confucian creed followers initiated alliance with other ethics with whom they can work toward restoring Korean preeminence. At this point, there were already deprivations in spiritual, political and financial aspects. As a matter of fact, many local schools with Taewon-gun orientations were closed. The characteristics of this