Brokeback Mountain by Annie Proulx Essay Example | Topics and Well Written Essays - 1250 words

Brokeback Mountain by Annie Proulx - Essay Example It would be easy to read Brokeback Mountain as the story of gay men, situated in a time and place that had yet to come to terms with homosexuality. They are right, if possibly for the wrong reasons. Proulx does not idealize rural Wyoming; on the contrary she presents a textured picture of its beauty and its cruelty, its contradictions. Brokeback Mountain completes Proulx's emotional journey into the psyche of the macho Wyoming male by ripping away the masque of masculinity and revealing a sense of tenderness and longing to love that comes as a surprise even to the men who experience it. Male psyche is the central theme that focuses â€Å"Brokeback Mountain.† It is a very real and compassionate tale of two cowboys who unexpectedly found love in each other. The pain experienced by every character is believable as is the anger. Proulx is the narrator of â€Å"Brokeback Mountain†. The point of view of the story is third person omniscient. The narration is real in tone and e mploys description and dialogue to examine the actions, emotions and thoughts of the characters. Sentimental and Nostalgic Sides of Outwardly Tough Characters Male psyche is a predominant and recurrent theme of â€Å"Brokeback Mountain.† It nevertheless registers as a touching illumination of the sentimental and nostalgic sides of outwardly tough characters. In the story of a man whom she called â€Å"large, white, stumbling along, going nowhere,† she forged an endearingly sweet love story between unlikely partners, and against a backdrop of sudden violent deaths, insanity, and incest. She refines this ability to mix a poignant and unexpected romance with her trademark rough-mannered characters and unglamorous settings in the best story â€Å"Brokeback Mountain.† They part at the end of the summer, and both marry and start families soon thereafter, but over the next twenty years they rekindle their fierce erotic bond with increasing affection and emotional longi ng on infrequent â€Å"fishing trips.† Emotional journey of male psyche can be traceable everywhere in this short story. When Jack meets Alma, he announces that he too is married and has a baby boy. They talk of how they missed each other and Jack suggests that he married his wife, Lureen, because she came from a wealthy family. After a while, Ennis and Alma begin to grow apart and she starts to resent him for not finding a steady job, and always going with Jack on fishing trips. Eventually, they divorce and Alma remarries but stays in touch with Ennis and lets him visit their children. Proulx passes male characters through an emotional journey throughout the story. The protagonists of the story are Jack Twist and Ennis Del Mar. Proulx gives a good description of both stating â€Å"They were raised on small, poor ranches in opposite corners of the state, Jack Twist in Lightning Flat, up on the Montana border, Ennis del Mar from around Sage, near the Utah line, both high scho ol drop out country boys with no prospects, brought up to hard work and privation, both rough mannered, rough spoken, inured to the stoic life"(Proulx 74.) The antagonist of the story would be the locals and society for killing Jack because they didn’t find it acceptable for a man to be living with another man. Both Ennis and Jack changed because they were both very masculine,

Influence of the Personal and Professional Background Statement

Influence of the and Professional Background - Personal Statement Example I used to design PowerPoint presentations for monthly divisional gatherings with top-level manage besides supervising, coaching and training lower level staff. From January 2012-March 2012, I worked as the Registration coordinator and public relations assistant in Doha International Maritime Defense Exhibition and Conference. While in this position, I organized events, acted as a link between our company and the governmental body, assisted at the lounge of Qatar Armed Forces chief staffs, recruited, oriented, and trained volunteers. From January 2011- December 2011 I served as the executive assistant to the project director of 20th World Petroleum Congress (QMDI (QF JV) & Qatar Petroleum). I managed the organization's information and communications apart from supervising and training clerical staff. August –December 2010 I worked as the administrator and human resource coordinator of Qatar Real Estate partners and Qatar Sotheby’s International Realty where I helped in t he resolution of specific disciplinary as an arbitrator between the manager and employee. From sep.2006-sep. 2008, I was the cabin attendant for the Qatar Airways Airline-Doha Qatar with chief responsibility of ensuring safety and security among other duties. I have also been a sales executive at Bin Hindi Est. Hugo Boss-Baldessarini in Dubai from ec.2005 –Aug.2006. Aug.2005-1ug.2005 I worked as the retail advisor for Wanadoo France telecom in Tunisia. Educationally, I have certificates in teamwork skills, English business communication, executive secretarial skills cabin attendant from Qatar civil aviation, safety, security and air restraint. I have had recommendations from various personalities recognizing me as extremely creative, smart Microsoft office operation, reliable, ambitious, and elegantly professional.

The Timeless Theme Of Luther John Osborne

The Timeless Theme Of Luther John Osborne John Osbornes Luther, which debuted in London in 1961, is a drama with a historical setting and a timeless theme. As Osborne told an interviewer in 1961 (as quoted in Alan Carters John Osborne), I wanted to write a play about religious experience and various other things, and this happened to be the almost incidental. The play focuses on Martin Luther, the sixteenth-century monk who publicly spoke out against age-old practices and beliefs of the Roman Catholic Church, thus beginning the Protestant Reformation. Osborne, however, focuses on Martin Luthers intensely personal reaction to his religion, his faith, and his God; the transformations he wrought in Europe exist more as an aside in this drama. As he did in earlier works, such as his groundbreaking Look Back in Anger, Osborne profiles an individual in conflict with authority, which in Martin Luthers case is the vast authority of the Roman Catholic Church. In posting his 95 theses, Luther risked inevitable excommunication and brought the wrath of the highest church leaders, including Pope Leo X, upon him. He did this despite his uncertainty about what would come next, for, as he tells Cajetan at the Diet of Worms (a city in Germany) about the Roman Catholic Church, A withered arm is best amputated, an infected place is best s coured out, and so you pray for healthy tissue and something sturdy and clean that was crumbling and full of filth. Osborne dramatically depicts how Martin Luther followed his convictions in the face of great doubts, and so transformed Christianity forever. Plot overview Act 1 Luther is set in Germany during the 1500s and follows several important events in the life of Martin Luther, the religious reformer, instigator of the Protestant Reformation, and founder of the Lutheran faith. Act 1 opens at the convent of the Augustinian Order of Eremites in Erfurt, Germany, in 1506. In the presence of the other members of the convent and his disapproving father, Luther is received into the order. After the oath has been sworn, Luthers father, Hans, complains of his sons choice. Later, after his father has left, the monks gather for their meal; Luther has the job of waiting on the others. A reader lectures the men on their duties to God, doing His good works, and the rules they must follow. The men then make their confessions, but while most of the monks confess to trifling sins, Luther continually castigates himself harshly, calling himself a worm, and sharing visions that are filled with images of sex and violence. At the end, Luther has a fit and has to be dragged away by two other monks. Scene 2 takes place one year later as Luther is about to perform his first mass. Beforehand, he talks with Brother Weinand about his doubts, revealing that he still feels envy and impatience, and that he believes that God hates him. Weinand says it is not God who is angry with Luther but Luther who is angry with Him. Scene 3 focuses on the meeting between Luther and his father, Hans, following Luthers mass. Hans still cannot understand why Luther would give up earthly pleasures such as fortune and family life to become a monk. Hans suggests that Luther only became a monk through fear, the result of a promise made during a thunderstorm. Act 2 Act 2 opens at the marketplace in JÃ »terbog in 1517, where John Tetzel is selling indulgences. Scene 1 is Tetzels monologue exhorting people to buy the indulgences and ensure their swift assent to heaven. Scene 2 shifts to the Eremite Cloister in Wittenberg, where Luther talks with his mentor, Johann Von Staupitz. Through the conversation, Luthers scholarly success (he has earned a doctorate in theology) is revealed, as are his continuing doubts and discontent. Luther has become obsessed with the rules of his order, according to Von Staupitz, because it protects him from admitting that he cannot submit to anyones authority but his own. Stauptiz points out that Luther demands from himself an impossible standard of perfection and notes that he has been unable to keep all his vows but that God should still grant him salvation because of his love of Christ. Von Staupitz also talks about the Dukes annoyance with Luthers sermons against indulgences. Scene 3 shows Luther arriving with his 95 theses at the Castle Church in Wittenberg. In a monologue, he gives a sermon to the crowds, telling the common people there is no security in the purchase of indulgences and repudiating the idea that doing good works leads to personal salvation. The works are just if the man is just, he says. If a man doesnt believe in Christ, not only are his sins mortal, but his good works. Scene 4 takes place at the Fugger Palace in Augsburg in October 1518 as Cajetan, a church leader, confronts Luther about his actions. Cajetan explains to Luther the popes three demands: he must retract his sermons, not spread his ideas in the future, and stop causing disturbances among the church. Despite Cajetan telling Luther that his actions threaten the unity of Christendom, Luther will not retract. Cajetan has no choice but to refer this difficult matter to the pope. Scene 5 takes place in a hunting lodge in northern Italy in 1519. Pope Leo X reads a letter he has received from Luther in which Luther says he will not retract his theses. The pope sends a letter to Cajetan that excommunicates Luther and banishes him from Germany. Scene 6 takes place at the Elster Gate in Wittenberg in 1520. In this brief monologue, Luther reveals that he has been served excommunication papers. He burns this paper, called the papal bull. Act 3 Act 3 opens on April 18, 1521, at the Diet of Worms, where Germanys Christian princes have called Luther to ask if he will retract the beliefs he espouses in his books dissenting with church doctrine. Luther explains that his writings fall into three categories: the first deal with certain values of faith and morality that both his supporters and his enemies agree are harmless; the second group attack the power that has tyrannized Germany; the third criticizes the enemies of his religion, even if they are holy individuals, and defends the teaching of Christ. Luther declares that he cannot retract any of these works, for to retract the first group would be to condemn the things that those in favor and those against Luther agree upon; to retract the second group would be to invite more tyranny on Germany; to retract the third group would be to allow such situations to continue. Luther asks if anyone can expose his errors through Scripture; if this can be done, he will retract his books . Von Eck refuses his proposal. Do reasons have to be given to anyone who cares to ask a question? he asks. Why, if anyone who questioned the common understanding of the church on any matter he liked to raise, and had to be answered irrefutably from the Scriptures, there would be nothing certain or decided in Christendom. Von Eck further points out that Luthers disobedience threatens the stability of the church by casting doubt upon it, yet Luther refuses to recant. Scene 2 takes place in Wittenberg in 1525. Luther and the Knight speak of the Peasants Movement, a revolt which had begun the previous year and which was quickly suppressed. The peasants had been encouraged by Luthers ideas of independence, but the Knights speech reveals that Luther opposed the peasants. The Knight tells Luther that he could have brought freedom and order if he had stood on their side, but Luther explains his lack of involvement because [T]heres no such thing as an orderly revolution. The Knight accuses Luther of siding with the princes and killing the spirit of independence he had helped foster. Luther, growing angry, says that the peasants deserved to die because they ignored authority. At end of the scene, with the Knight watching, Luther marries former nun Katherine Von Bora. Scene 3, the final scene of the play, returns to the Eremite Cloister, twenty-four years after Luther joined the order. It is no longer a monastery but Luthers home, where he lives with his wife and six children. Von Staupitz joins them for a meal, and the two men discuss all that has happened since Luther posted his theses: the development of Germany and the German language, and the accessibility of Christianity to the common people. After hearing Luthers repudiation of the Peasants War, Von Staupitz asks Luther not to believe that he is the only one who is ever right. Von Staupitz departs, and Katherine enters the room, carrying their young son, Hans, and Luther takes him from her. THEMES Themes Loss of Faith Martin Luthers religious crisis-and the resulting Protestant Reformation-stemmed from his loss of faith in the teachings and practices of the church. Osborne does not analyze the social, political, and economic causes of the religious reformation that swept Europe in the 1500s; instead, he focuses on Luthers personal struggle. Luther takes action, posting the 95 theses, that makes him the first protestant, but even before this, his doubt is evident. The man who joins the monastery is prone to despair, histrionics, and self-castigation. His anxiety arises from his uncertainty about the vows that he upholds. Eventually, Luthers doubts about Roman Catholic doctrine, as well as his disgust for the moral laxity of church leaders, lead him to reject both. Yet, even when doing so, Luther is not certain of his actions. As he reveals to Von Staupitz decades later, he waited a day to answer the questions posed at the Diet of Worms because he was not sure: I listened for Gods voice, but all I c ould hear was my own. It is important to remember, however, that Luthers rejection of the church does not equate with a rejection of God. When called to the Diet of Worms to recant his beliefs, Luther refuses to do so because his conscience is captured by Gods own word. Upon receiving the papal bull excommunicating him, Luther asks God for help. I rely on no man, only on you, he says. My God, my God do you hear me? Are you dead? Are you dead? No, you cant die. You can only hide yourself, cant you? Luthers doubts in Gods ability to help him in his isolation are clearly expressed here as are his belief in Gods eternal presence. By the end of the play, which takes place toward the end of Luthers life, Luther demonstrates far less doubt about his relationship with God. In sharing the story of Isaac and Abraham, he emphasizes mans obedience to God. In a conversation with Von Staupitz regarding the rebellion of the Peasants War, he declares, for there is no power but of God: the powers th at be are ordained of God. Whosoever therefore resistant that power resistant the ordinance of God. In these words, Luther implies more certainty than in previous years, for if he had actually showed the obedience that he exalts, he never would have rebelled against the church and its practices and leaders. Father-Son Relationships Martin Luthers relationships with the various father figures in his life each present their own set of complexities. His attitude toward these ties is best summed up by his words in act 1: I suppose fathers and sons always disappoint each other. His father, Hans, is a driving force in his life. The play suggests that one reason that Luther became a monk was to get away from his fathers domination. Hans wanted his son to become a lawyer or a magistrate, anything but a priest, a profession that takes him away from the material world. Hans believes that his son chose to become a monk because he has given up and needs to run away from life. Luther, however, tells his father, All you want is me to justify you, clearly showing that he feels like a pawn for his father, one with the purpose of fulfilling the older mans expectations. This relationship remains difficult throughout Luthers life; as he reveals to Von Staupitz in the final scene, He [Hans] was never pleased about anything I did. . . . Only when Katie and I were married and she got pregnant. Then he was pleased. This revelation suggests that Hans is also concerned with the continuation of his family line, which can only be carried on by Luther since his other two sons died in the plague. Luthers relationship with his spiritual Father is as difficult if not more so. At various points throughout the play, Luther entreats God for guidance and casts himself as a helpless child. After his excommunication, Luther sees himself as a lost child, a stillbirth, and pleads with God to [B]reathe into me . . . yes, my mighty fortress, breathe into me. Give me life, oh Lord. Give me life. In this instance, God takes on the role of the father, creating the son. At other times, Luther rebels against God, much as he rebels against his earthly father. To this Luther, God is an angry being, one who demanded my love and made it impossible to return it. Another father figure exists for Luther: Von Staupitz. Like a father, the older theologian tries to set Luther on an easier path than the one he consistently seeks for himself. By the plays final scene, Luther openly refers to Von Staupitz as Father and asks questions that children are likely to ask of their parents, such as Are you pleased with me? The play ends on yet another representation of the father-son relationship: Luther is holding his young son, appropriately named Hans. Resistance to Authority As Luther resists the authority of his father, he also resists the authority of the church but with far greater consequences. The church leaders, parroting the beliefs of the pope-the highest religious authority expect complete allegiance; Luther must not question church doctrine. I ask you: says Von Eck at the Diet of Worms, dont throw doubt on the most holy, orthodox faith . . . This faith has been defined by sacred councils, and confirmed by the church. It is your heritage, and we are forbidden to dispute it by the laws of the emperor and the pontiff. While in earlier scenes, Luther has been seen adhering too strictly to the rules of his order, as Von Staupitz points out, in the words of Herbert Goldstone writing in Coping with Vulnerability, Luther actually ridicules authority to set himself up as the only authority capable of determining his relationship to God. In doing so, Luther challenges the church hierarchy that forces regular people to deal with God through the mediation of a priest; in the case of a priest, the pope and other high church officials are the mediators. In his letter to Pope Leo X, Luther shows his own sense of self-importance when it comes to religious matters. Luther alone dares protest the complaints that the German people hold about the avarice of the priests. While everyone else is too filled with terror at the popes reaction, Luther strives to protect the glory of Christianity by publishing his 95 theses on the Castle Church in Wittenberg. And now, most holy father, the whole world has gone up in flames, he writes, but, a mere few lines later, Luther asks the pope for his help because Luther is far too insignificant to appear before the world in a matter as great as this. Luthers words are seemingly disingenuous, particularly so for a man of his superior intellect and sensitivity, as he has recently elected him as the one person to stand up and defend God and His purity. Luther grows more conservative in his views, particularly b y 1525, when he critiques the failed Peasants War, which his religious rebellion helped spark. However, he still flouts the authority of the clergy by marrying, notably, a former nun. He also nostalgically looks back on his former actions, telling his young son, You should have seen me at Worms. . . . I have come to set a man against his father, I said, and they listened to me. STYLE Epic Theater Most critics agreed that Luther aimed at being epic drama along the lines of the work of German playwright Bertolt Brecht. Epic theater is a form of drama that presents a series of loosely connected scenes. Often, a narrator figure will address the audience with analysis or argument. As practiced by Brecht, epic theater sought to use alienating effects to cause the audience to think objectively, not emotionally, about the play and its characters. In technique, Luther shows a strong Brechtian influence, notably, that of his play The Life of Galileo. Like Brechts drama, Luther is a series of short scenes, most of which could function as stand-alone units. The stage decorations, which Osborne clearly describes, are evocative and imbued with symbolism and iconography. A choral figure, in this case the Knight, announces the time and setting of each scene and narrates background details particularly concerning Luthers role in the Peasants War. Osborne, like Brecht, also wanted to portray contemporary social problems and realities on stage; in Luther, the title character is the Angry Young Man of 1960s British society, a young man who feels rage at the established sociopolitical system in which he lives. While many critics saw Luther as epic theater, scholar Simon Trussler staunchly disagreed with this assessment. In his Plays of John Osborne, applying Brechts criteria that epic theater appeals less to the feelings than to the spectators reason, he contended that the play is dramatic rather than epic, for Luthers primary appeal is indeed emotional rather than rational. Symbolism Perhaps the most notable symbolism that Osborne uses in Luther is Luthers poor physical health. He suffers from seizures, insomnia, boils, and chronic constipation. His pains express his mental battles, and his inability to purge himself bodily represents his difficulty breaking free from the churchs beliefs. Luther himself views his religious upheavals in terms of the physical body. For example, in his discussion with Von Staupitz, just before he posts his 95 theses, Luther likens himself to a ripe stool in the worlds straining anus, and at any moment were about to let each other go. When he finally formulates his own doctrine (that salvation is based only on faith in God and not on good works), it is while experiencing another bout of constipation; with the realization that The just shall live by faith, Luther recalls, [M]y pain vanished, my bowels flushed and I could get up. On another level, however, as Alan Carter pointed out in John Osborne, To show Martins constipation, his in digestion, his excessive perspiration, is to show him as an ordinary human being. A man who would appeal to the earthy German peasantry, and who would be able to incite them to action. He is a direct contrast to the effeminate, sophisticated Latin churchmen of the period. This common folk appeal is important for, as the Knight points out, Luther helped the people begin to believe in an image as Christ as a man as we are . . . that His supper is a plain meal like their own . . . a plain meal with no garnish and no word. Narrative Luther does not have a strong narrative drive in the traditional sense; encompassing several decades, it does not tell the complete story behind Luthers protest. Alan Carter wrote in John Osborne that because Osborne is weakest as a story-teller, he makes the play resemble a medieval historical pageant, full of vivid theatrical moments. The play in its entirety shows explicit change in Luthers development of a more personal relationship with God and implicit change in the references to the transformation his beliefs have brought to Germany. The narrative drive focuses more on Luthers interior battles with his own lack of faith than exterior battles with church leaders. CRITICAL OVERVIEW Critical overview Luther was Osbornes second consecutive historical play, and English audiences who had, for the most part, failed to respond to the first (A Subject of Scandal and Concern) were very curious to see how it would fare. For the most part, it was declared a success by the public and the critics alike, creating as much of an impact as Look Back in Anger had. Kenneth Tynan, writing for The Observer (quoted in Alan Carters John Osborne), described the play as the most eloquent piece of dramatic writingto have dignified out theatre since Look Back in Anger. While some reviewers contended that the play was not historical enough, other critics welcomed Osbornes more universal portrayal of Luther as a rebel to whom audiences of any period could relate. Carter, as well, wrote in his study John Osborne that while Luther had a historical setting, its theme was quite modern. In 1963, Luther went on to a welcoming reception in the United States, where it was widely hailed and appreciated for its univ ersal themes. It won several awards, including a Tony for best play of the 1963-64 season. Luther also solidified Osbornes international reputation. Since its debut, and as Osbornes stature continued to rise, many scholars have examined Luther with regard to how it fit in with themes and characters in the playwrights body of work. Herbert Goldstone wrote in Coping with Vulnerability that Luther presents still another variation on success failure as seen in one of Osbornes earlier plays, The Entertainer. He also compares Luther to Jimmy Porter, the hero of Osbornes pivotal Look Back in Anger, in both characters need to be different from others. However, Goldstone also pointed out that, unlike Osbornes earlier characters, Luther attempts to cope with his feeling of helplessness and despair in realizing himself . . . openly and forcefully, both privately and publicly. Katharine J. Worth wrote in her 1963 article The Angry Young Man that Luther was also the first of Osbornes heroes to b e shown in conflict with his intellectual equals. She forecast that the play marks a new phase in Osbornes dramatic art. Its increased range and flexibility suggest interesting possibilities for his future development. In 2001, Luther was re-produced on the London stage; even forty years later, Osbornes words were stirring and powerful. This is a big, angry, eloquent play, wrote John Peter in the Times (London). Seeing it again after so long, what impresses me is how deeply Osborne had immersed himself in his subject without making his play ponderous. Like their predecessors, several critics also noted the timelessness of the piece, which showed that Osborne was, in the words of Michael Billington writing in the Guardian, far more than a chronicler of contemporary anger.

The Light In the Forest Essay -- essays research papers

It is the fall of 1764, and the relations between white settlers of western Pennsylvania and Indians of the Ohio area are strained. Nevertheless, the ambitious white Colonel Bouquet and his troop of 1,500 men march into Indian country and demand the return of whites who have been kidnapped by the Delaware Indians. True Son, a fifteen-year-old white boy who has been raised by Indians since the age of four, is one of the white prisoners who is going to be returned. True Son loves his Indian way of life and considers himself to be Indian; he has been raised to view whites as enemies and cannot imagine living with them. But although the Indians love their adopted white relatives, they agree to give them back so that they will be able to keep their land. True Son's stoic Indian father, Cuyloga, whom he idolizes, forces his stubborn and resistant son to leave with the white soldiers. On the trip to Pennsylvania, True Son is placed under the care of Del, a strong white frontiersman who understands the Delaware, or Lenni Lenapi, language since he grew up near Indians. During the march, True Son is very depressed and considers committing suicide by eating the root of a May apple. Del prevents him from doing so and eventually True Son gives up the idea when his Indian cousin, Half Arrow, meets up with the party and walks along with True Son and their friend, Little Crane, whose wife is also among the white captives. The three laugh together and speak of the strange ways of white peopl...

JC Penney Advertising Essay

As time progresses, the world, in terms of business is rather contracting. There is growing communication, interaction and exchange between different parts of the world. Technologies that were once thought of as a far sighted notion are now being used like household commodities and communication mediums that were once considered luxuries available to few are now necessities needed to prosper. And as the world is becoming more integrated and countries are becoming more and more dependent on one another in terms of trade and business the concept of branding, advertising and promotion is becoming more prevalent and widespread. This paper will focus on the marketing of JC penny. It would elaborate on the print as well as online marketing. Moreover it would compare and contrast advertising of online and bricks and mortar companies. Discussion The demand for accountability of marketing is rising and also the pressure of having less absolute dollars to work with so there is utmost need to be sharper, more purposeful and more targeted with marketing. JC Penney is a general retail brand that specializes in clothing, accessories and home furnishing. It has been around for decades and has been catering the needs of consumers of all ages and backgrounds. JC Penney’s main target audience at the present times is women as well as youngsters. JC Penney faced criticism for being a brand that accommodated only the high-end and older generation. However, they have been changing their brand image and have been successful in implementing an image that is portraying a more young and trendy vibe. It now focuses on providing products that have the characteristics of being conservative, traditional, modern or trendy. Fundamentally JC Penney has been escalated in the last years is through the fact that it has moved from mass marketing to a more targeted approach. The few reasons for this change is that JC Penney believes that when business is difficult there is a lot greater chance of success with getting the arms around the best customers and increasing frequency share of wallet and trips with the best customers then trying to recruit new customers in tough times that may not shopping the brand. JC Penney has managed to find ways to develop formats that allowed it to get more productivity out the money that is spend. It has also become more targeted in terms of customer selection through becoming much sharper about making sure the right customers get the right format in the right piece. (Fetterman, 2006) JC Penney is one of the brands that hold the significance of being a brick and mortar store as well as an online retailer. Hence, it follows branding through all of the sources of mass media. It publishes magazines and postcards for the promotion of its products. It also advertises it products and offers through newspapers, television ads and online ads. When comparing the online and print media usage it quoted by Mike Boylson the Executive Vice President and Chief Marketing Officer of JC Penney that In the postcard you can deliver more of a sales message, or more of a discount message these postcards may drive the customers online to see the full assortment online where as the larger brand books of JC Penny show a much richer sense of the style that they have and they portray fundamentally completely different messages. The postcard includes the offer and a link to the website to go see the expanded content where as the book itself that goes out shows the product, the customer can then either come in the store or they can go online or place their order on the phone. Direct mail is very important because through versioning and through customer segmentation the company is able to send out more targeted messages that are highly accountable and are also able to track the results in direct mail to a degree that cannot be possible in a lot of the other traditional mass media used by JC Penney. JC Penney has been focusing a great deal over its brand image and has been trying to diversify and broaden its target audience. It has recently changed to a new brand motif; ‘Every day matters’ along with the new tag line, the company has been working on enhancing its customer’s services and the opening of several temporary promotional stores. JC Penney is focusing on increasing the popularity of its brick and mortar stores as well as its online retailing through providing customers with latest offers, discounts and showcasing their product line online for ease of access. Sloan, 2007) As the world is advancing so are the technologies and the ease with which communication is possible among all parts of the world. With the advent of the internet and the upscale increase in its popularity, there has been almost nothing that is not available on the World Wide Web. The phenomenon of e-shopping emerged with the internet. The fact that customers could get what they want in the ease of their homes, increased the recognition of the internet and also of online shopping. There are numerous differences and similarities between online shopping and traditional shopping. But what holds more importance is the way the companies market their product online and how different it is from the marketing and promotion of brick and mortar companies. (Lowrey, 2008) Marketing over the internet is considered less costly, as it is holds a lower cost of distributing information on a global platform. More and more business are moving towards online retailing due to its outnumbered advantages in terms of cost, convenience and mobility of information over a great distance. One of the major focuses that companies including JC Penney is on the website. The success of online marketing is highly dependent over the outlook, design and the information provided by the website. Both the online companies as well as brick and mortar companies need to identify their target audience before they implement any marketing strategies. This lets them focus on the type of marketing tool they would benefit them. Brick and mortar companies offer a more traditional aspect of shopping and they also follow a traditional approach of marketing. This is mostly through mass media such as newspapers, television broadcast and magazines. With the passage of time, there are less and less companies that focus solely over brick and mortar business. Most companies are now available online as there is less overheads and larger audience prone to response through the internet. Conclusion In the end it is imperative to recognize the increasing importance of internet in business. Both, online retailing and brick and mortar companies hold their own set of characteristics that make them distinct. As the progress of online shopping is increasing there is still need for brick and mortar stores for traditional shoppers. Most companies, however, imply both the alternatives and hence, carry out their marketing accordingly.

Prom Nights from Hell Chapter Seven

â€Å"He didn't even know you were there,† Sibby said. â€Å"He never even knew who hit him.† â€Å"That was the idea.† They were parked next to an abandoned Amtrak maintenance building on an old part of the train tracks that was completely hidden from the street. It was the place Miranda had started coming seven months earlier to work out all her new crazy energy and try things she couldn't practice anywhere else-Roller Derby was great for speed, balance, gymnastics, and shoving moves, but you weren't supposed to use advanced judo. Or weapons. She could make out marks from her last crossbow exercise on the side of the building, and the piece of railroad track she'd tied in a knot the day after Will rejected her was still lying on the ground. She'd never seen anyone else here, and she was sure she and Sibby would be pretty much invisible as long as they stayed parked. â€Å"Where did you learn to knock people out like that?† Sibby asked, sprawled out over the backseat. â€Å"Can you teach me?† â€Å"No.† â€Å"Why not? Just one move?† â€Å"Absolutely not.† â€Å"Why did you say you were sorry after you hit him?† Miranda swiveled to face her. â€Å"It's my turn to ask questions. Who wants to kill you and why?† â€Å"Gods, I don't know. It could be a ton of people. It's not like that, how you think it is.† â€Å"What's it like then?† â€Å"It's complicated. But if we can just hang out until four in the morning, there's a place I can go.† â€Å"That's six hours from now.† â€Å"That'll give me time for at least ten more kisses.† â€Å"Well, of course. What else would you do while someone is trying to kill you besides go out and tongue tango with as many strangers as possible?† â€Å"They weren't trying to kill me, they were trying to abduct me. It's totally different. Come on, I want to do something fun. Something with boys.† â€Å"Or we could not do that.† â€Å"Look, just because you are a founding member of Down with Fun Inc. doesn't mean that the rest of us want to sign up.† â€Å"I am not a founding member of Down with Fun Inc. I like fun. But-â€Å" â€Å"Funkiller.† † – somehow the idea of wandering around while ‘a ton of people' are trying to kidnap you, doesn't sound fun to me. It sounds like a good way to get into the Guinness Book of World Records under ‘Plan, comma, World's Most Stupid. Plus innocent bystanders could get caught in the middle when the ton of people find you.† â€Å"‘If, not ‘when. And they don't care about anyone but me.† Miranda rolled her eyes and turned back around. â€Å"That's why they're called innocent bystanders. Because they were standing by you and accidentally got hurt.† â€Å"Then you should definitely get away from me. Seriously, although there's nothing I'd rather do than sit parked in a homeless person's bathroom for six hours with only you for company, I think it would be safer for both of us if I take my chances elsewhere. Like at that ice cream place we passed on the way here. Did you see the lips on the guy behind the counter? They were mythic. Drop me there and I'll be all set.† â€Å"You're so not going anywhere.† â€Å"Really? Because that sound you hear? Is me reaching for the door handle.† â€Å"Really? Because that sound you hear? Is me engaging the child lock.† In the rearview mirror, Miranda saw Sibby's eyes blaze. â€Å"You're really mean,† Sibby said. â€Å"Something horrible must have happened to you to make you so mean.† â€Å"I'm not mean. I'm just trying to keep you safe.† â€Å"Are you sure it's me you're thinking about? Not some skeleton in your closet? Like the time you-â€Å" Miranda turned up the radio. â€Å"Turn that down! I was talking and I'm the customer.† â€Å"Not anymore.† Sibby yelled really loud, â€Å"What happened to your sister?† â€Å"I don't know what you are talking about,† Miranda yelled back. â€Å"That's a lie.† Miranda didn't say anything. â€Å"I asked you before if you had a sister and you got all teary,† Sibby shouted in her ear. â€Å"Why won't you tell me?† Miranda turned down the radio. â€Å"Can you give me three good reasons why I should?† â€Å"It might make you feel better. It would give us something to talk about while we sit here. And if you don't tell me, I'm going to start guessing.† Miranda leaned her head back, checked her watch, and turned to stare out the window. â€Å"Be my guest.† â€Å"You bugged her so much she left? You bored her so much she left? Or did you drive her away with the huge stick you keep up your butt?† â€Å"Stop being tender with my feelings. Go on, tell me what you really think.† From the backseat Sibby said, â€Å"That might have been too mean. Sorry.† Miranda didn't say anything. â€Å"You don't really have a stick in your butt. You couldn't drive then, right? Ha-ha?† Silence. â€Å"But I mean, you started it. With the child-lock thing. I'm not a child. I'm fourteen.† More silence. â€Å"I said I was sorry.† In the backseat Sibby slumped, sighed. â€Å"Fine. Be that way.† Silence. Until, for no reason she could explain, Miranda said, â€Å"They died.† Sibby sat up quick now, leaning toward the front seat. â€Å"Who? Your sisters?† â€Å"Everyone. My whole family.† â€Å"Was it because of something you did?† â€Å"Yes. And because of something I didn't do. I think.† â€Å"Um, Grandma Grim, that doesn't make any sense. How can not doing something-wait, you think?. Don't you know what happened?† â€Å"I can't really remember anything from that part of my life.† â€Å"You mean from that day?† â€Å"No. From that year. And the year after. Anything pretty much from when I was ten until when I turned twelve. And there are a few other holes, too.† â€Å"You mean that stuff is just too painful to remember?† â€Å"No, it's just†¦ gone. All I have are impressions.† And the dreams. Really really bad dreams. â€Å"Like what?† â€Å"Like that I wasn't where I should have been and something happened and I let everyone down†¦Ã¢â‚¬  She stopped, waved a hand in the air. â€Å"Wait, you actually think you could have stopped whatever happened to them? By yourself? When you were four years younger than me?† Miranda's throat felt like it was closing up. She'd never told anyone even that much of her real history before, never talked about it, not even with Kenzi. Ever. She swallowed hard. â€Å"I could have tried. I could have been there and tried.† â€Å"Oh my gods, now this is some kind of pity party. Yawn. Wake me when you're done.† Miranda gaped at her in the mirror. â€Å"I told you I didn't want to talk about it but you kept bugging me and now you turn into the mayor of TellItLikeItIsVille?† Swallowing again. â€Å"You little-â€Å" â€Å"You don't even know what happened! How can you feel so bad about it? Plus, I don't see how that can be your fault. You weren't even there and you were only ten. I think you should stop obsessing about some mystery thing that is ancient history and live in the mo.† â€Å"I'm sorry, did you just tell me to ‘live in the mo'?† â€Å"Yes. You know, ditch the past and try focusing on what's going on in the present. Like that the song on the radio right now? Sucks. And that there is a whole city of cute boys out there I am not kissing.† Miranda took a deep breath, but before she could say anything, Sibby went on. â€Å"I know, I know you say you're sorry to the people you knock out because you never got to say sorry to your family, and you have to keep me safe because you couldn't keep them safe. I get it now.† â€Å"That is not what's going on. I-â€Å" â€Å"Blah blah blah, insert denials here. Anyway, why does ‘safe' have to mean sitting in this car with you all night? Isn't there somewhere we could blend in? Instead of hiding? I'm good at blending. I'm like butter.† â€Å"Oh yeah, you're totally like butter. In fact, in your Madonna-called-and-she-wants-her-costume-from-the-‘Borderline'-video-back outfit, you're practically invisible.† â€Å"Good one, Funkiller. Come on, let's go somewhere.† Miranda turned all the way around in her seat and said, â€Å"Let me sound it out for you. Someone. Is. Trying. To. Kill. You.† â€Å"No. They. Are. Not. You keep saying that, but I've told you. They can't kill me. You should really work on this obsession you have with people getting killed. And I have to be honest with you, I'm getting bored. What do you have the radio set to, K-CRAP? There is no way we are staying in this car for six hours.† Miranda had to agree with her. Because if they did, it was now clear she'd kill Sibby herself. That's when she thought of the perfect place for them to go. â€Å"You want to blend in?† she asked. â€Å"Yes. With boys.† â€Å"Guys,† Miranda said. â€Å"What?† â€Å"Normal American girls from this century call them guys, not boys. If you want to blend in.† For a second, Sibby looked shocked. Then she gave a little smile. â€Å"Oh. Yes. Guys.† â€Å"‘Yeah, not ‘yes. Unless you're talking to a grown-up.† â€Å"Yeah.† â€Å"And it's ‘Oh my God' or ‘God, not ‘gods. â€Å" â€Å"Did I-?† â€Å"Yeah. And no one ever has or ever will say, ‘live in the mo. â€Å" â€Å"Just wait.† â€Å"No. Never. Oh, and no paying guys for kisses. You don't need to. They should feel lucky to kiss you.† Sibby frowned. â€Å"Why are you being so nice to me and helping me? You don't even like me.† â€Å"Because I know what it's like to be far from home, alone, trying to fit in. And to never be able to tell anyone the truth about who you are.† After they'd been driving in silence for a few minutes, Sibby said, â€Å"Have you ever killed someone with your bare hands?† Miranda looked at her in the rearview. â€Å"Not yet.† â€Å"Ha-ha.†

Native American Influence on the Founding of the US

Native American Influence on the Founding of the US In telling the history of the rise of the United States and modern democracy, high school history texts typically emphasize the influence of ancient Rome on the founding fathers ideas about what form the new nation would take. Even college and graduate-level political science programs bias towards this, but there is substantial scholarship on the influence the founding fathers derived from Native American governing systems and philosophies. A survey of the documentation demonstrating those influences based on the work of Robert W. Venables and others is telling for what the founders absorbed from Indians and what they intentionally rejected in their crafting of the Articles of Confederation and later the Constitution. Pre-Constitutional Era In the late 1400s when Christian Europeans began to encounter the indigenous inhabitants of the New World, they were forced to come to terms with a new race of people entirely unfamiliar to them. While by the 1600s the natives had captured the Europeans imaginations and knowledge of the Indians was widespread in Europe, their attitudes toward them would be based on comparisons to themselves. These ethnocentric understandings would result in narratives about Indians which would embody the concept of either the noble savage or the brutal savage, but savage regardless of connotation. Examples of these images can be seen throughout European and pre-revolutionary American culture in the works of literature by the likes of Shakespeare (particularly The Tempest), Michel de Montaigne, John Locke, Rousseau, and many others. Benjamin Franklins Views on Native Americans During the years of the Continental Congress and the drafting of the Articles of Confederation, the Founding Father who was by far the most influenced by Native Americans and had bridged the gap between European conceptions (and misconceptions) and real life in the colonies was Benjamin Franklin. Born in 1706 and a newspaper journalist by trade, Franklin wrote on his many years of observations and interactions with natives (most often the Iroquois but also the Delawares and Susquehannas) in a classic essay of literature and history called Remarks Concerning the Savages of North America. In part, the essay is a less than flattering account of Iroquois impressions of the colonists way of life and education system, but more than that the essay is a commentary on the conventions of Iroquois life. Franklin seemed impressed by the Iroquois political system and noted: for all their government is by the Council or advice of the sages; there is no force, there are no prisons, no officers to c ompel obedience, or inflict punishment. Hence they generally study oratory; the best speaker having the most influence in his eloquent description of government by consensus. He also elaborated on Indians sense of courtesy in Council meetings and compared them to the raucous nature of the British House of Commons. In other essays, Benjamin Franklin would elaborate on the superiority of Indian foods, especially corn which he found to be one of the most agreeable and wholesome grains of the world. He would even argue the need for American forces to adopt Indian modes of warfare, which the British had successfully done during the French and Indian war. Influences on the Articles of Confederation and the Constitution In conceiving the ideal form of government, the colonists drew upon European thinkers like Jean Jacques Rousseau, Montesquieu, and John Locke. Locke, in particular, wrote about Indians state of perfect freedom and argued theoretically that power should not derive from a monarch but from the people. But it was the colonists direct observations of the political practices of the Iroquois Confederacy which convinced them how power vested in the people actually produced a functional democracy. According to Venables, the concept of the pursuit of life and liberty are directly attributable to Native influences. However, where Europeans diverged from Indian political theory was in their conceptions of property; the Indian philosophy of communal landholding was diametrically opposed to the European idea of individual private property, and it was the protection of private property that would be the thrust of the Constitution (until the creation of the Bill of Rights, which would return the foc us to the protection of liberty). Overall, however, as Venables argues, the Articles of Confederation would more closely reflect American Indian political theory than the Constitution, ultimately to the detriment of the Indian nations. The Constitution would create a central government in which power would be concentrated, versus the loose confederation of the cooperative but independent Iroquois nations, which much more closely resembled the union created by the Articles. Such concentration of power would enable imperialist expansion of the United States along the lines of the Roman Empire, which the Founding Fathers embraced more than the liberties of the savages, who they saw as inevitably meeting the same fate as their own tribal ancestors in Europe. Ironically, the Constitution would follow the very pattern of British centralization that the colonists rebelled against, despite the lessons they learned from the Iroquois.

Cómo ser exitoso pidiendo extensión de visa de turista

Cà ³mo ser exitoso pidiendo extensià ³n de visa de turista Los turistas extranjeros que se encuentran en Estados Unidos con una visa B1 o la combinada B1/B2 pueden solicitar una extensià ³n de su estadà ­a, si desean permanecer en el paà ­s por ms tiempo. Quià ©nes no pueden extender la visa de turista No todos los turistas pueden solicitar quedarse ms tiempo del que inicialmente les ha sido concedido.   Hay que tener en cuenta algunas situaciones especiales. En primer lugar, los mexicanos que ingresan a Estados Unidos con una visa de cruce BCC, tambià ©n conocida como lser, deben respetar reglas especiales de tiempo y tambià ©n de millas que se pueden adentrar ms all de la là ­nea de la frontera. Si sus planes son distintos, deben realizar previamente los trmites correspondientes. Por otro lado, los canadienses y los ciudadanos de Bermudas pueden ingresar a Estados Unidos como turistas sin visa por un mximo de 180 dà ­as. Pueden salir y regresar al poco tiempo, si bien en este caso se arriesgan a que el oficial fronterizo de la CBP consideren que estn en realidad viviendo en Estados Unidos y les niegue el ingreso al paà ­s. Los canadienses no deben confundir este plazo migratorio de 6 meses  con el de impuestos de 120 dà ­as, es decir, 4 meses. Son cosas distintas que a veces se confunden. Por à ºltimo, los ciudadanos de los paà ­ses incluidos en el programa de Exencià ³n de Visa pueden ingresar a Estados Unidos como turistas por un mximo de 90 dà ­as y no es posible en ningà ºn caso extender esta estadà ­a. Imposible. Tener en cuenta que si llegan por avià ³n en una là ­nea aà ©rea- es decir, no en una nave privada- se necesita solicitar una autorizacià ³n electrà ³nica que se conoce como ESTA.  Esta autorizacià ³n no es una visa, por lo tanto es imposible extender lo que no se tiene. Todos los dems turistas, es decir, lo que ingresan con la visa B-2, que la mayorà ­a de las veces se emite conjuntamente con la B-1, que es la que se utiliza para negocios, pueden solicitar la extensià ³n. Pero para ser exitoso es conveniente seguir los siguientes consejos.   Cundo se puede solicitar la extensià ³n de la visa de turista Lo primero que hay que tener claro es cundo se puede permanecer legalmente en los Estados Unidos. Para ello, la informacià ³n la brinda el documento que se conoce como I-94. No cometer el error de considerar que la fecha que hay que mirar es la de expiracià ³n de la visa.  Son dos cosas completamente distintas. A continuacià ³n, tener en cuenta que no se debe pedir la extensià ³n muy pronto. Es decir, se aconseja llevar ya unos tres meses ya en los Estados Unidos. La razà ³n para dejar transcurrir ese tiempo es para evitar que las autoridades migratorias consideren que esa fue siempre la intencià ³n y que por lo tanto no se fue claro al ingresar al paà ­s. Si se da esa impresià ³n lo ms probable que suceda es que se niegue la peticià ³n de extensià ³n. Por otro lado, tampoco se puede enviar muy tarde la solicitud de la extensià ³n. Se considera que lo prudente es enviarla 45 dà ­as antes de que llegue el dà ­a mximo de estancia autorizada en los Estados Unidos. Por ejemplo, si segà ºn el I-94 la estancia autorizada finaliza el 30 de septiembre, enviar la solicitud el 16 de agosto o unos cuantos dà ­as antes. Cà ³mo se pide extender la visa de turista o paseo Antes de comenzar, verificar la fecha de expiracià ³n del pasaporte. Debe ser vlido en el momento en que se solicita la extensià ³n y asegurarse de que lo seguir siendo durante el tiempo para el cual se solicita la extensià ³n de la estadà ­a. Si se cumple ese requisito, proceder a continuacià ³n a rellenar el formulario I-539.  Ã‚  El nombre oficial es Application to extend/change nonimmigrant status y es que tambià ©n se utiliza para otras solicitudes. Por lo que es importante marcar y llenar sà ³lo las casillas que apliquen al caso. Documentacià ³n adicional Junto con la forma I-539 debe enviarse el  registro de entrada/salida I-94. Los extranjeros que ingresaron a los Estados Unidos despuà ©s del 30 de abril de 2013 por aeropuerto o puerto tienen una versià ³n digital de este documento. Se puede obtener una copia en la pgina oficial de la CBP. En los casos de ingreso por frontera terrestre en los que se tiene un I-94 de papel o casos especiales de ingresos por aeropuerto o puerto y se ha extraviado, llenar en su lugar el formulario que se conoce como I-102 para obtener asà ­ una copia. Adems, se debe explicar en una carta en inglà ©s y en detalle las razones para pedir la extensià ³n de la visa. Por quà © la estancia en EEUU continà ºa siendo temporal, cundo y cà ³mo se planea salir del paà ­s y tambià ©n quà © posibles efectos puede tener en el empleo que se tenga en el paà ­s de origen alargar la estancia en los Estados Unidos. En el caso de que varios miembros de una misma familia se encuentren visitando Estados Unidos, es suficiente rellenar una sola aplicacià ³n para solicitar la extensià ³n de la visa, siempre y cuando la unidad familiar està © conformada por los padres- o uno de ellos- e  hijos solteros  menores de 21 aà ±os. En cuanto al tiempo el que se pide la extensià ³n, queda a eleccià ³n del turista siempre y cuando sea por un tiempo inferior a los 180 dà ­as. Es conveniente ser razonable en este punto y pedir una ampliacià ³n que no resulte sospechosa y dà © lugar a que se pueda pensar que se est viviendo en el paà ­s, o se est trabajando, etc. Si se incluye documentacià ³n en un idioma distinto al inglà ©s, debe traducirse y certificarse la traduccià ³n siguiendo este modelo de carta. Arancel o cuota que pagar para extender la visa de turista En la actualidad deben abonarse $290 por este servicio. Para asegurarse de la cantidad, ya que puede cambiar en cualquier momento, se puede verificar en la pgina oficial del USCIS y buscar por el nombre del formulario, es decir, I-539 y aà ±adir la palabra arancel en inglà ©s, es decir, fee. Tambià ©n es posible marcar gratis al Servicio al Cliente del USCIS marcando gratuitamente al 1-800-375-5783. Se puede pagar mediante money orden o mediante un cheque en dà ³lares de un banco o de una institucià ³n financiera con oficinas en Estados Unidos y pagadero a nombre del U.S. Department of Homeland Security. No utilizar abreviaciones como DHS o USDHS. Oficina a la que se envà ­a Para la extensià ³n de la visa de turista existen dos direcciones a utilizar, corresponde una u otra dependiendo del mà ©todo de envà ­o.   Por correo ordinario: USCIS Dallas Lockbox U.S. Postal Service:USCISP.O. Box 660166Dallas, TX 75266 Por correo urgente o por servicio de mensajerà ­a: USCISATTN: I-5392501 S. State Highway 121 BusinessSuite 400Lewisville, TX 75067 Decisià ³n de las autoridades migratorias El USCIS notificar por escrito si concede o no la peticià ³n de extender la visa de turista. Por esta razà ³n, es fundamental que la notificacià ³n llegue a su destino y no se pierda por el camino. Por lo tanto, si se cambia de domicilio es importantà ­simo notificarlo, aunque lo recomendable, si es posible, es seguir en el mismo sitio hasta que llegue la carta. La decisià ³n del USCIS puede ser de tres tipos En primer lugar, se aprueba la peticià ³n de extender la visa. En este caso la nueva fecha tope para poder permanecer legalmente en Estados Unidos la seà ±ala el nuevo I-94. Siempre y cuando la extensià ³n se hubiera pedido dentro del periodo de presencia autorizada, no se incurrir en presencia ilegal mientras se espera por la aprobacià ³n del USCIS, aà ºn cuando esta llegue con fecha posterior a la seà ±alada en el I-94 de ingreso al paà ­s. En segundo lugar -y esto es de gran importancia- la falta de contestacià ³n por ms de 240 dà ­as. A partir de ese dà ­a se considera que la presencia del turista es ilegal. Y en tercer lugar, se niega la peticià ³n. En este caso hay que salir inmediatamente de los Estados Unidos. No se dice cuntos dà ­as exactamente se tiene que salir. Pero la obligacià ³n es que se salga de forma inmediata. Adems, en estos casos, hay un problema aà ±adido: se considera que se da una situacià ³n de presencia ilegal a contar desde el dà ­a en que expirà ³ el I-94 cuya extensià ³n ha rechazado el USCIS. Es decir, desde el punto de vista de las leyes migratorias esa persona es inadmisible lo cual tiene efectos inmediatos en la validez de la  visa de turista.  ¿Cuntas veces se puede pedir la extensià ³n de la visa? La ley no dice que exista un nà ºmero mximo de veces. Pero sà ­ el tiempo mximo que se puede permanecer en Estados Unidos con una visa de turista contando todas las extensiones aprobadas: 1 aà ±o. Por lo tanto no se puede encadenar extensiones pasado ese là ­mite. Errores que se deben evitar Una creencia extendida y que es completamente equivocada es la de entender que si no se sale a tiempo pero la estancia ilegal es por pocos dà ­as pues que no pasa nada. Sà ­ que hay consecuencias, desde el dà ­a primero. Adems, si la estancia ilegal se prolonga por ms all de medio aà ±o, aplica adems  el castigo de los tres o de los 10 aà ±os. Por otra parte, muchos turistas creen que pueden viajar a Mà ©xico, Canad o a las Bahamas por avià ³n o por tierra y luego regresar y obtener asà ­ un nuevo I-94. Pero eso no es asà ­, para obtener una nueva fecha en el I-94 habrà ­a que haber viajado fuera de toda Amà ©rica del Norte. Y aà ºn viajando a otro paà ­s, debe siempre tenerse en cuenta la frecuencia de los ingresos a Estados Unidos, pues podrà ­a dar lugar a problemas al llegar al puesto de control migratorio, por tierra, mar o aeropuerto. Algunas opciones poco conocidas En casos muy concretos, es posible viajar fuera de Estados Unidos y volver a entrar con una visa expirada. Es lo que se conoce como revalidacià ³n automtica. Pero est sujeta a requisitos muy estrictos.   Tambià ©n en casos muy especà ­ficos, es posible restaurar el estatus migratorio cuando se ha fallado a la hora de salir a tiempo o pedir la extensià ³n de la visa a tiempo. Consejos para mantener la visa de turista Para acabar este artà ­culo, seà ±alar que no sà ³lo la presencia ilegal puede dar lugar a problemas a la hora de mantener la visa de turista. Es muy importante respetar la intencià ³n de la visa: simplemente turismo. Por lo tanto si se desea casarse, hay que tener en cuenta ciertas precauciones. Si se quiere estudiar a tiempo completo, o lo que es lo mismo, ms de 19 horas, la visa que hay que solicitar es la de estudiante o, en su caso, la de intercambio. Y que por supuesto est prohibido trabajar con esta visa. Para ello hay que estar autorizado por un documento migratorio que lo permita. Trabajar sin estar autorizado es una violacià ³n migratoria.

ACT in 9th Grade

Should You Start Prepping for the SAT/ACT in 9th Grade SAT / ACT Prep Online Guides and Tips "Before anything else, preparation is the key to success." While Alexander Graham Bell may not have been referring specifically to the SAT or ACT, his words ring as true for these tests as for anythingelse. Scoring highly on the SAT/ACT is all about preparation, and luckily you have plenty of time to prepare if you start early. If you haven't started already, let's discuss some reasons why it's useful to start prepping as a freshman and the best ways for doing so. Why Are the SAT and ACT So Important? Most colleges require applicants to send their scores from the SAT or ACT. Colleges consider these two tests equally, so it's up to you to choose and determine which test will better strengthen your overall application. As college admissions get more and more competitive every year (sorry, but it's true!), a strong SAT/ACT score goes a long way toward making your application stand out among the thousands of other applicants. While your curriculum and experiences in schools may differ across the country and the world, the SAT/ACT are meant to test students on an equal playing field. Some schools have adopted test optional and test flexible policies, so you'll eventually want to make sure you're aware of your college's requirements. But it's safe to say the majority of you who are applying to 4-year schools will be taking the SAT or ACT. The SAT is considered to be more of a critical reasoning test that tests yourskills in math, writing, and reading comprehension and analysis. The ACT also has a math, English, and Reading section, but it additionally has a science section.The science section is almost more like critical reading than a science class pop quiz, which I'll explain in more detail below. Both of these tests cover material that you've learned over the years and skills you've developed by 9th grade. Before delving deeper into the content of the tests, let's discuss why test prep is so important for the SAT and ACT . Test Prep and the SAT/ACT While you gain knowledge and develop fundamental skills in and out of school, most students also must do a lot of focused, test-specific preparation to perform well on the SAT/ACT. This is because the tests are unique in the way they time you and ask questions, so you must pair strategy and specific time management skills with your knowledge and understanding. Through practice and studying, you can become familiar with the structure and types of questions in each section, how to best approach them, and what rules of math, grammar, and literary terms will be tested. You can figure out exactly how to read the SAT passages or the ACT passages with time to spare, what approaches will boost your score in math, and what exactly is tested on the ACT science section, to name a few examples. Rome wasn't built in a day, as they say, nor can you become an expert in the SAT or ACT overnight. Freshmangrade is the perfect time to start prepping for the SAT/ACT, reinforcing concepts you need to know, and taking official practice tests. If you're having trouble getting started, remember that you'll be doing Future You a favor. By taking time to prep now and diagnosing exactly where you need to improve, you'll be able to be more relaxed when you're in the thick of college applications and more intensive classes, like honors and AP classes. Junior Year You will really appreciate all the help you can give him/her now! So how can you start to prep? PrepScholar's online program offers customizable test prep that diagnoses your strengths and weaknesses, plans your study schedule, and keeps track of your progress along the way. This means that PrepScholardoesn't assume you're a junior in high school, but meets you atyour level. You can also start with SAT Questions of the Day and ACT Questions of the Day, which are a quick, easy, and convenient way to start getting familiar with the types of questions you'll see on the tests.You can find online sample questions on the College Board and ACT websites, as well as download and print official practice tests for the SAT and ACT. If you start studying now, you'll become an expert on the test by the time you register for your first test date. Not only will SAT/ACT test prep help you score high on these tests, it also will help reinforce what you're learning in school and may help you get better grades in your classes. Let's check out how the tests and your classwork line up. SAT/ACT and What You're Learning In School Even if you are just starting high school, you've already learned a lot of key skills and concepts that will help you on the SAT or ACT. You may not have encountered all the vocabulary or math concepts yet, but you probably know a lot more than you realize. Some students who wait until junior year actually feel like their classes have gotten more advanced than what they see on these tests, and they have to go back and review material from past years. By taking the time to prep now, you can really make sure you've reinforced this knowledge and have a clear sense of how you can apply it to one of the tests. Let's break down exactly what I mean by this in terms of each major subject. First, let's consider math. Math Somestudents have already taken an algebra class by the time they get to 9th grade, or are at least familiar with the related conceptsof a pre-algebra class. Algebra and geometry make up the majority of the math questions on the SAT, as well as on the ACT. The ACT gets a little more advanced by covering some trigonometry. As I mentioned above, some students are already in more advanced math classes by the time they take the SAT or ACT, like in pre-calculus or calculus, and mayhave gotten rusty with their algebra, geometry, and probability. Apart from reinforcing the concepts you already know with SAT/ACT practice problems, you can also get a headstart on 10th and th gradeby introducing yourself to new math concepts. You might find detailed explanations and practice problems that will help you learn these concepts independently of class, which can be especially helpful for students who work well on their own and want to set their own pace. If you're surprised that you already know a good deal of the math you'll need to do well on the SAT/ACT, you might also be intrigued to realize you already have some key reading skills, too. Let's take a look at what reading skills you'll need. Reading While there are some differences between the SAT Reading and the ACT Reading sections, there are more similarities. Both includea series of passages (including one pair), with questions about each, though the exact type of passagesand style of questions varies slightly. The passage-based questions on both tests want to make sure you understand the general purpose of the passage, as well as its tone or style. You'll be asked to interpret a word or phrase in context, along with demonstrating your understanding of details. These are all skills of reading comprehension and analysis that you'll have developed throughout your years of English classes in middle school and 9th grade. Reading comprehension is a skill best developed through reading widely and often. By prepping for the SAT/ACT as a freshman, along with the reading, writing, and analysis you do in your English class, you'll get better and better at these skills. Closely linked to the reading sections are the writing section of the SAT and the English section of the ACT. Writing and Grammar The Writing section of the SAT and English section of the ACT are pretty comparable. Both test your understanding of rules of grammar and syntax. Both also include an optional essay. Just like in your freshman year English classes, these testswant you to understand grammar rules, parts of speech, and sentence structure. The essays should generally take the form of a five-paragraph persuasive essay supported with strong examples. Practicing these in class and through test prep will help you develop your English language and writing skills, just like with reading. One difference with the SAT/ACT essay and essays you write in class might be that you'll be writing for the tests under timed conditions and by hand. Thus you'll have to learn to plan out your essay in just two to three minutes and draft it fast. Practicing this could be another useful tool for helping you become more efficient with the essays you're assigned for class. There are specific strategies you can use to draft high quality essays in a short amount of time that will help you on the SAT/ACT and in class. Test prep for the writing sections could help you score highly, impress your teachers, and save time while still writing thorough, well-developed essays. While the SAT and ACT overlap in terms of math, reading, and writing, there is one major section difference between the two. That difference is the ACT science section. Science Unlike the SAT, the ACT has a science section. Thismight sound like it requires a lot of memorization, but actually the science section is less about straight recall of scientific facts and more about applying scientific skills, like reading charts and graphs and interpreting data. In this sense, the science section is almost more like the reading section than the math section. Having some knowledge of biology, earth sciences, and chemistry is helpful, though, for being familiar with the terminology and having lab skills that you can apply to real data. Since a lot of students take biology with a lab freshman year, you'll probably be in a great position to do well on the ACT science section. Just like with the other sections, test prep on the ACT science can help reinforce what you're learning in class and give you a glimpse intonext year. It will strengthen your skills in the context of the ACT and prevent you from getting rusty and then having to reference back to material that you learned years earlier.You might even find you're ready to take the SAT Subject Test in Biology at the end of your freshman year! As you can see, you're likely already in a good position to handle the SAT/ACT. Prepping can help you do well on the tests and in school. Besides mastering and getting ahead on the content, prepping early also gives you more test dates to choose from. When Should You Take the SAT/ACT? Figuring out your SAT/ACT testing schedule as a freshman will ensure you have plenty of test dates to choose from. Since a lot of colleges superscore your results, or take your highest section scores across all dates you took the tests, some students choose to build up their SAT or ACT scores section by section. You can also usually use Score Choice for the SAT or select which score reports you want to send from the ACT, so you can just send the scores from whichever test date you choose. There are some exceptions, though, so you want to make sure you understand your colleges' policies regarding standardized test scores. One testing schedule that a lot of students use is to take the SAT/ACT once in the fall of junior year, again in the spring, and then a third time if they choose senior year. Some students may take it earlier, like in 10th or even 9th grade, to give themselves more testing opportunities or achieve their scores and be finished with the SAT/ACT before the busy time of junior and senior year. Students almost always improve when they retake the tests, having learned more about time management and gained valuable real test experience. Plus if you prep thoroughly and effectively, you can target your weaknesses and do better the next time. So how can you stick to a prep schedule in 9th grade that will help you score highly on the SAT/ACT? Prepping for the SAT/ACT As a Freshman As you saw above with the SAT and ACT Questions of the Day, a little bit of prep sustained over time can go a long way. You definitely don't have to spend all your time studying for these tests in 9th grade. I would suggest devoting an hour a week to test prep. This is enough to be useful and help you develop a habit, while also being low-key and manageable enough not to put yourself under undue stress or pressure. How can you stick to this? Just like with your homework, the best way to stay organized is to use an assignment notebook or planner to write down your plans, goals, and assignments and keep track of them. Some planners even break your day up hour by hour, so you could devote a specific time to test prep, like every Tuesday from 6 to 7. Making something a regular routine is the best way to remember it and incorporate it into your life. This will help you in all aspects of your academic life, along with setting and working towards your own personal goals. To Sum Up... By prepping early, you'llsee your SAT/ACT scores go up and up. Your effort will pay off in a huge way over time, especially if you maintain test prep as a regular part of your routine. Your motivation and discipline will positively impact other aspects of your high school career, too. Test prep will help you improve your math, reading, writing, and science skills, plus it will aid you when you take thePSAT. You can root out your strengths and weaknesses and figure out what you need to learn and where you shouldput in extra effort. Finally, it will remind you that all of your high school career is important for getting into college and help you start laying the groundwork for your future after graduation. What's Next? What's a good SAT/ACT score for 9th graders? If you're taking the SAT or ACT as a freshman, you can figure out yourtarget scores here. The best way to prep for the SAT is with official College Board SAT questions. Download official SAT practice tests here. If you're taking the ACT, you want to try some sample ACT questions from previously administered tests. You can find printable official ACT tests here. Besides prepping for the SAT/ACT, should you think about taking the PSAT as a freshman? Read about the most important considerations for signing up for the PSAT in 9th grade. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Criminal Justice the Case of Gideon Wainwright Essay

Criminal Justice the Case of Gideon Wainwright - Essay Example The Issue of the Case After being denied an attorney to fight his case, Gideon was sentenced to prison for five years. Gideon immediately filed a ‘habeas corpus’ petition, which was a petition claiming his release because of unjust trial and imprisonment. He sent this petition to the Supreme Court claiming that the conviction meted out to him was unconstitutional for the fact that his trial lacked a defense attorney. However, his petition was denied by the Florida Supreme Court and therefore Gideon once again appealed to the Supreme Court of the United States who reviewed his case in 1963. The Rule and reasoning of the decision After a unanimous decision was taken by the Supreme Court, Justice Hugo Black declared that Gideon’s trial and conviction were unconstitutional because according to the Sixth Amendment of the Constitution, defendants have a right to an attorney even if they are charged with a serious offence and especially when they cannot afford it themsel ves.

Aseptic Techniques & Cell Counting Essay Example | Topics and Well Written Essays - 2500 words

Aseptic Techniques & Cell Counting - Essay Example flame loops, put slides in jars of Lysol or Chloros, put pipettes in their proper receptacles, and discard cultures into their appropriate autoclave buckets. Several different methods are used for sterilization and some of which we will use today. The maintenance of sterility requires the use of Aseptic Technique. The object of this is to prevent any form of contact between the sterile growth medium (e.g. petri dish containing nutrient agar) or the pure culture and any source of contaminating organisms. The new student should be aware that it is very easy to sterilize a pipette or bacteriological loop and then to place it on the non-sterile bench whilst picking up something else. Sources of contamination include: Any non-sterile surface, liquids, or air. Air is a very important contamination source because of; free-floating fungal or bacterial spores, liquid droplets, dust particles, dried skin scales, all of which may contain bacteria and/or fungi. Good aseptic technique is crucial for work in microbiology, microbial genetics, or biotechnology. Flaming using a Bunsen Burner is the classic method for rapid sterilization of bacteriological loops, glass pipette and bottle or flask necks. Flaming needs to be done for several seconds, long enough to raise the temperature well above 100 oC. Bottle necks should be rotated in the flame for 5 sec. or so to achieve this. For all basic techniques in microbiology and for today’s exercise in liquid transfer and inoculation, manual dexterity in removing screw-on lids is important. The most reliable technique is to use the little finger to unscrew and hold lids and plugs, leaving the other fingers free to hold loops or pipettes etc. The operator (i.e. you!) is the most likely source of small particles floating in the air and landing on your work. Breathing, coughing, sneezing and talking may all lead to some production of air-borne particles (aerosols) but more importantly respiratory secretions and saliva

Parties and Pretrial Procedures Assignment Example | Topics and Well Written Essays - 750 words

Parties and Pretrial Procedures - Assignment Example On receiving complaints regarding a criminal act the investing authorities can initiate the investigation, and collect information. The next step involves the assessment of evidences, and analyzing the situation. For this purpose grand juries are called. The protocol of using grand jury for deciding criminal charges was abolished in 1948 in the United Kingdom; however, it is still in practice in the United States of America (Campbell, 1973). The function of a grand jury is to decide whether the act under question is chargeable as a crime or not. Cases that ask for the involvement of grand jury use it as a preliminary step for initiating the criminal proceeding. Grand jury is composed of sixteen to twenty three individuals. Prosecutors summon grand jury for testing their case. They collect all the evidences from the investigating authorities, and then present their case in front of the jury. Trials involving grand jury does not have any lawyer, except the prosecutor, the indictment of charges does not require unanimous decision; rather a super majority of 2/3 or 3/4 is enough to charge indictment. Decisions made by the grand jury are of basic nature, they solve the question of law, and they decide whether the defendant is eligible fo r being charged with conviction or not. During the trial the role of the prosecutor is to present all the available information to the jury, and explaining the injunctions of law. After viewing the available information, and the cited act, the jury decides, whether to call for a court proceeding or not. In all this process there is no involvement from the defendant’s side. The grand jury deals with the case keeping the prevalent culture and customs of their society (Antell, 1965). If the indictment has been approved warrants are released for the arrest of the convicted. After the arrest of the convict, the case is reviewed by the district attorney, who has the authority to discard the case on unavailability of

Water Pollution Essay Example | Topics and Well Written Essays - 1750 words

Water Pollution - Essay Example Oxygen levels required to decompose this waste is called biological oxygen demand .a large amount of biological oxygen demand is required to decompose industrial wastes and because of their profit maximization motive the opt dispose in water to reduce cost of treatment. The wastes when directed to water bodies always have catastrophic effects on marine and human life. The second type of pollutant is excessive nutrition. This is common in agricultural where agricultural runoffs and non biodegradable detergents contaminate water. This facilitates growth of phytoplankton. The autophication process results in large dissolved oxygen from photosynthesis during the day and over utilization of oxygen for respiratory purposes during the night. This causes deficiency of oxygen in water leading to massive death of aquatic animals. Suspended solids are also another type of pollution in this 21st century. This is prevalent where land has been disturbed by plowing or excavation. Ground up wood fibers can also be classified in this category of suspended solid pollution. There are over 65000 industrial chemicals in use in the modern world .3-5 new chemical s enter the market every day .the major classes of chemicals which are harmful and find their way through to water sources are ammonia, petroleum hydrocarbons, pesticides, and detergents.(Heath A.G,1995) Another type of water pollution is microbiological pollution. This is natural form of pollution caused by microorganisms. They include e bacteria, viruses and protozoa. They are the major cause of illness in human being and animals. (Canter w. L and knot 1985) Human activities have negative impact and contribute greatly in water pollution. Industrial waste form the largest percentage of water pollution .nuclear waste produced from industrial, medical and scientific process that use radioactive materials can be very harmful when they find they way to water

Financing The short Term Obligations of the Business (BMW vs Mercedes) Assignment

Financing The short Term Obligations of the Business (BMW vs Mercedes) - Assignment Example Since these finances are obtained for short terms, therefore they are required to be paid back to the lenders earlier in comparison with the long-term finances. Thus obtaining short term finance for business gives rise to short term obligations, and these short term obligations may include short term loans, amounts owed to the suppliers of the business, amounts owed to other parties to whom payments have to be made but have not been paid yet, accrued expenses which also include payments to be made to third parties for their services provided to the business entity. The payment of the short-term obligations is an area of concern for every business enterprise. Considering the available resources of liquid cash reserves, a business entity may opt to finance its short-term obligations by releasing some cash, which serves the purpose. On the other hand, if the cash reserves available with the company are not considered to be sufficient for the purpose of paying of short-term obligations, the company may chose to consider other options for financing such obligations (Besley and Brigham 2005). This report presents an analysis of the financing of short-term obligations for BMW and Mercedes. ... BMW’s short term liabilities comprise of provisions for different obligations for personnel and social expenses, short term income tax liabilities, financial liabilities which include bonds, commercial papers, liabilities towards banks, assets backed financing, derivative instruments and others. In addition to this, other liabilities include short-term obligations relating to advance received from customers, amounts payable to customers and to other companies and social security (BMW 2010). On the other hand, the short term obligations for Mercedes include short term notes, bonds, commercial papers, payables to financial institutions, liabilities from ABS transactions, liabilities arising from finance lease and other short term loans or financing facilities (Daimler 2010). There is no particular disclosures made by both the companies in the financial statements and the related notes, nor there is any other information through which it can be predicted that what are the financi ng techniques being used by the companies under consideration to pay off their short term obligations. However, it can be argued that the financial statements of both the companies do not show any particular financing source which may regarded to as meeting the short term obligations. Therefore, it can be stated that in order to pay off their short-term obligations, both the companies are making use of the cash held by them and through the finance obtained by sources mentioned under current liabilities head. Liquidity and Efficiency Analysis Considering the financial information presented in the financial statements of BMW and Mercedes, following liquidity and efficiency ratios are calculated: Company BMW Mercedes   Liquidity Ratios 2010 2009 2010 2009 Current Ratio 1.08 1.08 1.07 1.14 Quick

Dance 234 Assignment Example | Topics and Well Written Essays - 500 words

Dance 234 - Assignment Example The dance is about the event that brought together various choreographers and performers who took part in the performance. The BoSoma2 created the choreography for the dance as created by the directors of the dance company. The leadership of the company consists of three members of the company. The company seeks to utilize the rigorous athleticism that exists within the entertainment industry. Judging by the movie, the dance was on 27th of February 2015. The show presented is the Third Life Choreographer that involves several performers including Rowan Salem, Bosama 2 Dance, Jennifer Farrell, Kelley Donovan, Bryce dance company, Olivia Coombs, Catherine Wagner and Kelly Engel. The program involves performances including the Real Rosie that involved several performers. Variations on the story were a performance choreographed by Kelly Engel. The performers included Kelly Engel, Malone Thermitus, Previlu, Lisa Lin and Erica Lin. The performers dance to music by Susie Suh and Koch Robert. The Hunt was the performance that followed and choreography of Shannon Luchs. The dancers in the performance include Grace Stauffer, Tessa Hamza, and Sahaiyai Khalili. The dancers performed music by Bjork, which was a remix of the song, Cover me. The Freedom Dances was an exceptional performance that presented sections of work in progress. The choreography was by Laliberte Nicole instructing several dancers including Stephanie Walsh, and Luciana Lyans. The performers danced to music by Antonio Vivaldi and Vann Teirsen. Madeline Douglas and Elizabeth Griffin appeared courtesy of the spindle city Ballet Jr.Co. The second section was an untitled dance by several performers such as Erin Gridea, Tara Gragg, and Lauren Difede. The appearances were courtesy of the Island moving company that presented a great performance. The dance tells a story that provides the audience with an

Financing The short Term Obligations of the Business (BMW vs Mercedes) Assignment

Financing The short Term Obligations of the Business (BMW vs Mercedes) - Assignment Example Since these finances are obtained for short terms, therefore they are required to be paid back to the lenders earlier in comparison with the long-term finances. Thus obtaining short term finance for business gives rise to short term obligations, and these short term obligations may include short term loans, amounts owed to the suppliers of the business, amounts owed to other parties to whom payments have to be made but have not been paid yet, accrued expenses which also include payments to be made to third parties for their services provided to the business entity. The payment of the short-term obligations is an area of concern for every business enterprise. Considering the available resources of liquid cash reserves, a business entity may opt to finance its short-term obligations by releasing some cash, which serves the purpose. On the other hand, if the cash reserves available with the company are not considered to be sufficient for the purpose of paying of short-term obligations, the company may chose to consider other options for financing such obligations (Besley and Brigham 2005). This report presents an analysis of the financing of short-term obligations for BMW and Mercedes. ... BMW’s short term liabilities comprise of provisions for different obligations for personnel and social expenses, short term income tax liabilities, financial liabilities which include bonds, commercial papers, liabilities towards banks, assets backed financing, derivative instruments and others. In addition to this, other liabilities include short-term obligations relating to advance received from customers, amounts payable to customers and to other companies and social security (BMW 2010). On the other hand, the short term obligations for Mercedes include short term notes, bonds, commercial papers, payables to financial institutions, liabilities from ABS transactions, liabilities arising from finance lease and other short term loans or financing facilities (Daimler 2010). There is no particular disclosures made by both the companies in the financial statements and the related notes, nor there is any other information through which it can be predicted that what are the financi ng techniques being used by the companies under consideration to pay off their short term obligations. However, it can be argued that the financial statements of both the companies do not show any particular financing source which may regarded to as meeting the short term obligations. Therefore, it can be stated that in order to pay off their short-term obligations, both the companies are making use of the cash held by them and through the finance obtained by sources mentioned under current liabilities head. Liquidity and Efficiency Analysis Considering the financial information presented in the financial statements of BMW and Mercedes, following liquidity and efficiency ratios are calculated: Company BMW Mercedes   Liquidity Ratios 2010 2009 2010 2009 Current Ratio 1.08 1.08 1.07 1.14 Quick

History and Laws of Salmon Management in the Pacific Northwest Essay Example for Free

History and Laws of Salmon Management in the Pacific Northwest Essay 1.  Ã‚  Ã‚  Ã‚  Ã‚   Understanding the regulatory framework for managing salmon Five major environmental or regulatory laws that impact salmon Fishery Conservation and Management Act of 1976. According to Conservation Library, (2010) it empowers regional fishery management councils to prepare plans for the conservation and management of each federally managed fisheries in the exclusive economic zone and thus establish standard habitat conservation measures aimed at conservation anadromous fish such as salmon. It seeks to identify these habitats and delineate them so to protect habitats for all anadromous fish. The act requires that before the federal agencies that involve in any activities that might have adverse impacts on the habitats for anadromous fish, they have to consult with the National Marine Fisheries Service in order to carry out environmental impact assessment of the project so that the NMFS gives its recommendations. Fish and Wildlife Coordination Act of 1974 requires that the federal regulatory and construction agencies should undertake environmental impact assessment on fish and wildlife resources before project planning is done on any water related activities or before making applications for federal permits and licenses thus they must consult with state and federal fish and wildlife agencies before doing this (Conservation Library, 2010). This act ensures that environmental impact assessment is done whenever any project in water or that would affect life in water so that appropriate mitigation measures are put in place or the project cancelled. Federal Water Pollution Control Act Amendments of 1972 requires that any industry discharging its wastes into water has to acquire permit from the Environmental Protection Agency. Thus the agency must check the measures put in place by the industry to treat its effluents before issuing any permit (Conservation Library, 2010). This act ensures that fish or any other living organism in water is not affected by the pollutants from industries. Anadromous and Great Lakes Fisheries Conservation Act of 1965 gives the secretaries of the Interior and Commerce authority to establish terms and conditions that ensure permanent protection of estuarine areas (Conservation, 2004). According to (Resource Laws, 2010) it also gives him or her authority to enter into cost sharing agreements with the states and other non-federal interests in conservation, development and enhancement of the nations anadromous fish. This act protects and conserve estuaries where most fish bread or grow and develop since most salmon fish tend to live at estuaries in the oceans and any interference with such features might greatly affect the production fish since it would interfere with the fish habitat. National Environmental Policy Act of 1969. According to Digest of Federal Resource Laws of Interest to the U.S. Fish and Wildlife Service, (2010) this law requires that federal agencies environmental impact assessment on activities that affect the quality of human environment in order to analyze the short term gains of the activity would have on the long term productivity of the environment. In doing this they have to apply an interdisciplinary approach in decision making on matters affecting the environment. Considerations on both the technical and economic impacts are also done. Since the human environment includes all the living things around him, this act protects the anadromous fish like the salmon fish. Any activity that has an adverse effect on water has to be analyzed in its totality and appropriate action taken before being carried out.  Agencies and organizations involved in managing and restoring our salmon The Washington Department of Fish and Wildlife as a state agency aims at improving the protection of the endangered salmon fish by identifying wild roaming salmon fish and returning them back to water. It involves communities its programs and seeks to identify fish habitat and to construct fish hatcheries. It is also involved in removing barriers to fish migration by removing invasive plants along rivers, wetlands and estuaries; restoring wetlands and estuaries; and restoring and protecting fish habitat including stream habitat which is very important to salmon fish. This agency therefore plays a major role in salmon migration, spawning and incubation of its eggs. (Resource Laws, 2010). Yuba River Fish Passage Feasibility, according to Edmondson, (2008), is an organization which was established with an aim protecting and conserving the anadromous fish in Yuba River under the Fishery Conservation and Management Act. It is contracted to conserve and manage the essential fish habitats in the Yuba River above Englebright Dam, Central Valley spring-run Chinook and California Central Valley steelhead. It carries out studies and does analyses and evaluation on options for restoring access to spawning and rearing; and sustainable habitat for the anadromous fish. This would include identifying potential suitable habitats and routes for fish passage and mechanisms to support movements of fish upstream and downstream during their migration. This organization there focuses on how best to enable migration of the anadromous fish such salmon from the ocean to stream and from the sea to ocean. 2010 10 â€Å"Waters to Watch, according to Resource Laws, (2010), is an organization which seeks to conserve aquatic life through partnerships. It includes projects in; Bobs Creek, Pennsylvania; Diamond Lake, Iowa; Fairbanks and Soda Springs, Nevada; Georgetown Creek, Idaho; Green River Basin, Colorado, Utah; Wyoming Koktuli River, Alaska; Lake Vermilion, Minnesota; Mackeys Creek, Mississippi; Wasilla Creek,   Alaska; West Branch; and Machias River, Maine. The project seeks to improve the current conditions rivers, streams, lakes and watersheds by co-ordinating the conservation efforts in these various regions. This organization aims at improving the habit for fish including the anadromous fish which is ever migrating in various maters. The Salmon River Restoration Council (SRRC), according to Harding, (2008) is an organization that was established in 1992 to protect and conserve Salmon River watershed in California by conserving its ecosystem particularly the anadromous fish such as the salmon fish. It involves the local community in its programs aimed at conservation of the ecosystem so as to achieve a sustainable economy. National Marine Fisheries Service which is a state agency was established to conserve and manage living marine resources in USA. According to Conservation Library, (2010), its function is to oversee and undertake conservation of marine ecosystem thus promoting healthy marine ecosystem within the United States’ Exclusive Economic Zone which extends to about three hundred and seventy kilometers from the coastline. The agency is mandated to endangered marine species like wild salmon, whales and sea turtles. U.S. Fish and Wildlife Service is a state organization mandated to protect valuable fish and wildlife resources along the Gulf coast. It monitors activities that may have negative impacts on marine ecosystem and involves geological survey it involves deep water manning to determine impacts of certain occurrences as well as mitigating the impacts of such hazards on marine life. It does impact assessment and give recommendations on the anticipated occurrence. (US Fish and Wildlife Service, 2010) The Environmental Protection Agency which established the Federal Clean Water Act aims at controlling water pollution setting standards to be met by industries and other organizations discharging effluents into water resources. It therefore protects wetlands and aquatic habitat in general throughout the USA and its waters. These provisions put by this agency aims at restoring development of fish by improving the habitat for fish by fully implementing the Federal Clean Water Act. (Whatcom Salmon Recovery, 2003). Washington Department of Ecology in Washington aims at protecting and preserving Washington’s environment. This agency plays a role in the health of salmon fish by involving in planning watershed utilization, allocation of water rights and conserving the quality of water within Washington. (Department of Ecology state of Washington, n. date).  The Nooksack Salmon Enhancement Association, according to Whatcom Salmon Recovery, (2003) is an organization which seeks to return naturally spawning salmon to streams in Whatcom County through restoration and monitoring. They also engage in salmon production by placing woody debris habitat structures in streams. The organization strives to achieve all these through community education.   The Maine Atlantic Salmon Commission is the only agency that given the authority and responsibility to manage the Atlantic salmon fishery in USA (Conservation Library, 2010). It has the responsibility of protecting, conserving and restoring salmon h abitat in inland waters and ocean waters. Summary Salmon management and conservation is not only a concern to the government but a concern to individuals, communities, corporates and non-governmental organizations. Conservation related activities such as providing financial donations to agencies committed to conservations the salmon fish; conducting research activities on salmon’s habitat; providing education to communities living around the water resources and the general public by writing articles and books on salmon fish; and conservation, protection, restoration and management activities towards the salmon fish. 2. History and economics of salmon In 1770s and below America was mainly populated by the Indians and they depended on salmon fish, mainly for food. Euro-Americans began coming to the Pacific Northwest in 1770s. In 1880s, Lewis recognized the salmon fish and wrote descriptive detail about it long before it was given a taxonomic name. The migration of the Euro-Americans into the Pacific Northwest greatly influenced the native’s culture and perception towards the exploitation of natural resources, salmon fish included. Most of these immigrants became farmers. According to National Academies of Sciences (1996), conflicts arose between American Indian ways and non Indian ways and therefore to resolve this, treaties were signed beginning 1854 between the Euro-Americans and the Indian tribes recognizing their land ownership, sovereignty and rules for fishing and hunting. These treaties marked the beginning of radical changes in salmon’s history. There was a transition from ownership salmon landscapes ownership to a more communal ownership which was the beginning modern ways of harvesting, marketing, engineering and conservation. Intervention and mitigation measures were now put in place for sustainable development.  These treaties have been included in the US Supreme Court and have created a solution to contemporary fishing by the Indian tribes. The Bellion decision of 1969 and Boldt Decision of 1974 enabled the signatory tribes a right to access the salmon fish (National Academies of Sciences , 1996). Continued exploitation of natural resources by Euro-Americans led to the decline of the beaver which was very important for the coastal streams as well as the arid regions more importantly provided a rearing habitat for salmon fish (National Academies of Sciences, 1996).  The first salmon cannery was established in 1864 along the Sacramento River in Northern California along the west coast. The cannery was shut down in 1886 and transferred along Colombia River due to sediments which were caused hydraulic mining. From then, many canneries were established and the canneries grew to forty by early1990s. Most of these salmon fish which were harvested to be taken to the canneries were Chinook salmon. However, by 1870s, Chinook salmon catch form the rivers began to steadily decline and so they had to harvest other species of salmon fish which included, Coho, Sockeye and Steelhead salmon (National Academies of Sciences, 1996).  Due continued decline in the fish population, these canneries had to close down and the last to close down along River Colombia was in 1975. The fish catch had significantly dropped form forty three million in 1880s to about two and a half million in 1990s. This was majorly attributed by high inland and ocean fishing, dam constructions along the rivers and modification fresh water streams such as irrigation projects which greatly affected spawning and rearing habitats for the salmon fish (National Academies of Sciences, 1996). These concerns about over fishing and salmon depletion led to the construction of salmon breeding station along Clackamas River in 1877 by the Oregon and Washington Fish Propagation Company. It was later shut down in 1888 because it could not be sustained. This led to construction of hatcheries in 1890s and has greatly increased in numbers to date. It was noted that salmon population did not have any significant increase whenever fish were released from the hatcheries. Thus, between 1930s and 1950s many hatcheries were closed down due to their low returns and problems of diseases and instead this period witnessed an increase in the construction of dams until 1970s. The negative impacts of the dams on the upstream of rivers made most of the salmon fish to migrate to the lower streams of the river (National Academies of Sciences, 1996). In 1960s pasteurized and formulated feeds were invented and this became a solution to diseases caused by artificial propagation thus more hatcheries we re built. Today hatchery facilities are widely distributed throughout the Pacific Northwest (National Academies of Sciences, 1996). The effects of livestock grazing in the rangelands have also had a massive impact on the production of salmon fish. Most of plants that are important for maintaining the wetlands have been seriously reduced and besides, many tanks and dams are constructed along the fresh water streams to provide drinking water for livestock. Overexploitation of trees by humans through lumbering has also contributed to this. The first sawmill to be constructed was in 1827 in Vancouver, Washington. This has destroyed the water catchment areas for most streams. Decline in salmon population is linked to among many factors, global climatic change and other human activities. According to Stanford University (2003, September 23), there has been a decline in salmon fish catch of about 80% between 1970 and 2000. This has mainly been attributed by the global climatic change. It states that salmon fish farm production has greatly improved since the 1980s and has a high market share world wide while the market share for wild-caught salmon from Alaska, British Columbia and Washington has been declining.