Presencia de padres para solicitar pasaporte de menores

Como regla general, para sacar el pasaporte de EE.UU. para un menor de edad es necesaria la presencia y el consentimiento de ambos padres o, en su caso, del guardià ¡n o tutor legal. Sin embargo, la ley reconoce importantes excepciones a esta regla general, ya que a veces es muy difà ­cil o imposible que ambos padres puedan acompaà ±ar al infante a solicitar el pasaporte. Por ejemplo, cuando no se hablan o, simplemente, no se puede ubicar a uno de ellos. Puntos clave: presencia de padres para solicitar pasaporte para menor en EE.UU. Regla general: es necesaria la presencia y consentimiento de ambos padresExcepciones: custodia no compartida, no es posible ubicar a uno de los padres, es imposible que se presente o uno de ellos se niega a dar su consentimiento para este trà ¡mite. Casos de In Loco Parentis (en el lugar de los padres).Costo pasaporte y/o tarjeta de pasaporte: 16 aà ±os o mà ¡s, 15 aà ±os o menos. Primera vez/renovar. Tarifa de tramitacià ³n urgente y servicio de mensajerà ­a. Regla general sobre presencia de los padres para solicitar pasaporte de EE.UU. para los hijos La regla general es que se necesita el consentimiento de ambos padres para sacar el pasaporte americano para un nià ±o menor de edad. La consecuencia de dicha regla es que para solicitar el pasaporte de un nià ±o estadounidense ambos padres deben presentarse con el menor en la Oficina o Agencia de Aceptacià ³n de Solicitudes de Pasaporte, si se està ¡ en Estados Unidos, o en una oficina consular si se està ¡ en otro paà ­s. Excepciones a la regla de presencia conjunta del padre y de la madre Las normas permiten tres excepciones a esta regla general de obligatoriedad de presencia de ambos padres en el trà ¡mite de solicitud de pasaporte estadounidense para un hijo menor de edad. En primer lugar, no es requisito la presencia de padre y madre en la Oficina o Agencia de solicitud de pasaportes o en la oficina consular cuando se puede probar que uno de los progenitores goza en exclusiva de la custodia sobre el hijo. Los documentos aceptados son las siguientes: Certificado de Nacimiento (forma larga) o Reporte Consular de Nacimiento en el Extranjero del nià ±o en el que figure sà ³lo el nombre del padre o de la madre.Certificado de Defuncià ³n de uno de los padres.Declaracià ³n de una Corte estableciendo que uno de los padres es incompetente para asuntos legales.Certificado de adopcià ³n, cuando el menor es adoptado por sà ³lo un hombre o sà ³lo una mujer.Orden judicial en la que se concede la custodia al padre o a la madre. Sin embargo, en este à ºltimo caso, es posible que el documento judicial expresamente prohiba al progenitor que goza de la custodia en exclusiva del derecho a solicitar un pasaporte para el menor. Si esa es la situacià ³n, no podrà ¡ pedir sin el otro progenitor el pasaporte para el nià ±o. En segundo lugar, no es obligatoria la presencia de ambos padres cuando el papà ¡ y la mamà ¡ tienen la custodia conjunta sobre el menor pero es imposible que uno de ellos acompaà ±e al nià ±o a realizar la tramitacià ³n de pasaporte. Pero para ello es necesario que el progenitor que no lo acompaà ±e complete el formulario DS-3053. Llenar todos los apartados desde el 1 al 4a, dejando en blanco los apartados 4b y 5. Ademà ¡s, hay que obtener la firma de un notario y presentarlo en la oficina de solicitud de pasaporte o en el consulado. Llevar tambià ©n una fotocopia legible de un I.D. oficial del padre ausente. En tercer lugar, incluso es posible que ninguno de los papà ¡s acompaà ±e al infante. En este caso los padres deben hacer una declaracià ³n jurada ante un notario otorgando a favor de otra persona, como por ejemplo, la abuelita o un tà ­o, el poder para acompaà ±ar al nià ±o y representar a los padres para ese asunto concreto. Esto es lo que se conoce como In Loco Parentis (en el lugar de los padres).  ¿Quà © pasa cuando ambos padres tienen la custodia pero uno se niega a dar el consentimiento o no se puede localizar? Es frecuente que en casos de separacià ³n o divorcio no amistosos, uno de los padres se niegue a dar el consentimiento para que los hijos comunes soliciten el pasaporte. Siempre que ambos padres tengan la custodia, el padre o madre que desee que sus hijos tengan pasaporte puede explicar este problema en el apartado 5 del formulario DS-3053. Su explicacià ³n puede ser aceptada o no. Como recurso final siempre se puede pedir una orden judicial para conseguir la autorizacià ³n del otro progenitor. Pero la Corte solo dictaminarà ¡ que el menor puede aplicar por el pasaporte si el viaje al extranjero que se pretende realizar es en interà ©s del menor y no hay riesgo de que se retenga al menor en el extranjero. Se trata de evitar que uno de los padres viaje con los hijos a otro paà ­s y no regresen a Estados Unidos. Si esto ocurriera, serà ­a un delito de secuestro internacional de nià ±os. Tambià ©n puede suceder que uno de los padres no pueda ubicar al otro progenitor para pedir el consentimiento. En este caso la solucià ³n tambià ©n es rellenar el formulario DS-3053, dejando en blanco el apartado 4a y el 4b y extendià ©ndose en el apartado 5 lo mà ¡s que se pueda explicando las gestiones realizadas para localizar otro progenitor. Presencia del menor Cuando se solicita un pasaporte para un nià ±o americano hay que seguir reglas muy estrictas sobre su presencia en la oficina en la que se realiza el trà ¡mite, tanto para la renovacià ³n como para solicitar por primera vez. Como regla general, el nià ±o debe estar presente para este trà ¡mite, aunque sea un bebà ©. Costo y formularios para solicitar pasaporte o tarjeta de pasaporte de EE.UU. para un menor Con el pasaporte estadounidense los ciudadanos estadounidenses pueden salir de e ingresar a EE.UU. por cualquiera de sus pasos migratorios. Por el contrario, con la tarjeta de pasaporte solo es posible utilizar controles migratorios terrestres o marà ­timos hacia/desde Mà ©xico, Bermudas, Canadà ¡ y Caribe. Cada persona puede elegir un documento u otro o ambos, segà ºn sus necesidades. Segà ºn el Departamento de Estado, el costo de solicitar por primera vez o renovar el pasaporte o la tarjeta de pasaporte de un menor son los siguientes: Pasaporte estadounidense por primera vez: 16 aà ±os o mà ¡s: $110 costo de aplicacià ³n mà ¡s $35 tarifa de ejecucià ³n15 aà ±os o menos: $80 costo de aplicacià ³n mà ¡s $35 tarifa de ejecucià ³n Tarjeta de pasaporte: 16 aà ±os o mà ¡s: $30 costo de aplicacià ³n mà ¡s $35 costo de ejecucià ³n15 aà ±os o menos: $15 costo de aplicacià ³n mà ¡s $35 tarifa de ejecucià ³n Si se desea solicitar al mismo tiempo el pasaporte y la tarjeta de pasaporte se deben pagar el costo de aplicacià ³n de ambos documentos pero solo un coste de aplicacià ³n. Asà ­, los nià ±os entre 16 y 18 aà ±os pagan $140 por ambos documentos en concepto de aplicacià ³n mà ¡s $35 por ejecucià ³n. Es decir, un total de $175. En el caso de nià ±os de 15 aà ±os o menos, si se solicitan ambos documentos tendrà ­an que pagar un total de $95 por aplicacià ³n mà ¡s $35 en concepto de ejecucià ³n. La cuota de aplicacià ³n se paga al Departamento de Estado de los Estados Unidos mientras que la de ejecucià ³n, tambià ©n conocida como de aceptacià ³n, se paga a la Oficina de Aceptacià ³n que tramita la gestià ³n. Costo de renovacià ³n: 16 aà ±os o mà ¡s: $110 por pasaporte y $30 por tarjeta de pasaporte. 15 aà ±os o menos: mismas tarifas que cuando se aplica por primera vez Costos extra en la solicitud del pasaporte: Tarifa por tramitacià ³n urgente: $60Tarifa por entrega en por mensajerà ­a urgente: $16,48 Este à ºltimo servicio solo es posible dentro de Estados Unidos. No està ¡ disponible para tarjetas de pasaporte. Formularios para solicitar el pasaporte Menores de 15 aà ±os o menos: DS-11, para solicitar por primera vez y renovar16 aà ±os o mà ¡s: DS-11 para solicitar por primera vez, DS-82 para renovar Quà © hacer cuando el pasaporte no llega Puede suceder que la demora entre dentro de los plazos normales, ya que hay gran diferencia si se sigue el procedimiento ordinario o si se paga para una tramitacià ³n urgente. Pero tambià ©n puede suceder que se extravà ­e por correo. En este caso, es necesario reportar esta incidencia para que las autoridades vuelvan a emitir otro sin coste alguno. Documentacià ³n para el cruce de fronteras Una vez que se tiene el pasaporte, à ©ste es el mejor documento para que un ciudadano americano cruce fronteras, no sà ³lo las de otros paà ­ses, sino tambià ©n para salir y regresar a los Estados Unidos. Sin embargo, en algunos casos muy limitados el pasaporte no es necesario y se admiten otras alternativas para ingresar a Estados Unidos. Sin embargo, la mejor opcià ³n siempre es el pasaporte o, en su caso, la tarjeta de pasaporte. Tambià ©n es importante tener en cuenta quà © documentacià ³n se puede pedir cuando un infante viaja internacionalmente sin estar acompaà ±ado por sus dos padres. Finalmente, antes de viajar a otro paà ­s, verificar la fecha de expiracià ³n del pasaporte, ya que los de los nià ±os expiran a los cinco aà ±os si se emitieron antes de cumplir 16 aà ±os de edad. Si ya habà ­an cumplido dicho edad, los pasaportes son và ¡lidos por 10 aà ±os.   Ademà ¡s, verificar  si se necesita visa para el paà ­s al que se va a viajar. Este artà ­culo es sà ³lo informativo. No es consejo legal para ningà ºn caso concreto.

Cause Effect of Binge Drinking Essay - 1247 Words

What do failing grades, frequent memory lapses, fights, brutal hangovers and unplanned sexual activity all have in common? They are all frequent results of binge drinking by college students. On a typical Friday or Saturday night you can find the average college student out drinking and having fun. Normally partying with friends at a party, bar, or club; most of these college students are underage consuming excessive amounts of alcohol, or as its better known, â€Å"binge drinking.†The term binge drinking is defined as the consumption of five or more drinks in a row by men and four or more drinks in a row by women, at least once in a two week period. â€Å"One† drink is defined as 12 ounces of beer, 4 ounces of wine, or one shot of liquor. Alcohol†¦show more content†¦Binge drinking varies greatly due to college campus locations. According to the 2000 CAS report, campuses that are located in the Northeast and Midwest of the United States have higher rates of bi nge drinking. Gender also takes a major role of campus binge drinking. Men are more likely to binge drink than women. The population of college fraternity members and athletes are more likely to binge than any other groups or clubs on campuses. A study done by the Core Institute in 1999 showed that, white students are 50.2% more likely to binge drink, than students of other ethnicities; compared to 34.4% of Hispanics, 33.6% of Native American Indian, 26.2% of Asians, and 21.7% of Black/African Americans. The primary reason for this is consistent with the differential association theory, which is the longer the time period of contact that people have in deviant settings, the greater the probability that they, too, will become deviant. â€Å"From the moment freshmen set foot on campus, they are steeped in a culture that encourages them to drink, and drink heavily. At many schools, social life is still synonymous with alcohol-lubricated gatherings† (Cohen). 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A modified version of a Stroop experiment using colour-associated and colour neutral words free essay sample

Abstract: This experiment investigated the Stroop effect comparing response times between naming colour ink printed in colour-associated words and colour neutral words. Previous research of two-process theories which support Stroops studies [cited in Edgar:2007] found that automatic processes can interfere with controlled processes. To test this interference further, colour-associated words were employed. Results of this experiment show a statistically significant difference in condition response times, with naming the colour ink printed in colour-associated words taking longer than those in colour neutral words, providing further support for the stroop effect and two-process theories. Introduction: The environment produces a wealth of sensory information our senses can potentially pick up and process and yet only some of it is processed, the rest ignored. This cognitive selection process is known as attention. With attentional processes seemingly needed, this would indicate the brain has limited resources to process all sensory information. A study of Change blindness by Simons and Levin [cited in Edgar:2007] indicates that it is generalities and not specifics which are processed. This raises questions as to why this would be the case. Kahneman [cited in Edgar:2007] proposed a theory that a part of the brain, a limited-capacity central processor, has the job of evaluating bottom-up information and combining this with top-down information. Because it has limited capacity, much of the sensory information will not be processed. However, this explanation of limited resources does not account for the brains ability to do more than one task at a time, for example, listening to music while driving a car. This question was investigated using dual-task studies. Posner and Boies [cited in Edgar:2007] dual-task study, a visual and auditory task performed simultaneously, had results indicating when visual and auditory stimuli presented together, response times were slower than when singularly, supporting Kahnemans theory. However, Mcleods [cited in Edgar:2007] modified study, altered the auditory response from a button press to saying bip, found no slowing of response times. The implication being that there is no one single processor, but as Navon and Gopher, 1979; Wickens, 1992 [cited in Edgar:2007] suggest, there are multiple-resource theories of attention. However, theory consensus is the brain can cope with finite sensory information, thus filtering out incoming information. Posner [cited in Edgar:2007] posited this filtering as an attentional spotlight which gives processing priority to only what is within the visual field. Eriksen and Murphy [cited in Edgar:2007] expanded this, suggesting a zoom lens which the brain has control over, known as selective attention. There is also as Treisman [cited in Edgar:2007] discovered, situational meaning which can focus attention, for example, hearing ones name from a conversation across a room at a party. Attentional spotlight focuses can also be involuntary or automatic, for example, a sudden loud noise leading attention away from where it was, referred as stimulus-induced shifts of attention. This process is supported by studies from Schneider and Shiffrin [cited in Edgar:2007] suggesting an automatic process, which uses no processing resources. Given limited resources, this process frees attention for other things. These notions initiated two-process theories, suggesting controlled and automatic processes working simultaneously and efficiently, with stability circumstance dependent. However, automatic processes have downsides, as an occurrence known as the Stroop effect shows. One example of a Stroop experiment, is a list of colour printed words, where one condition contains colour words printed in different colours, the stroop condition, and the other condition has colour neutral words printed in the same colours. Participants are required to say the colour each word is printed in as quickly as possible. The Stroop condition has significant response interference naming the colour over the neutral word condition. This raises questions. Reading is the automatic process, naming the colour is the controlled, but on that basis both conditions are the same. Perhaps there is interference from colour words and the colour of the ink sharing similar meanings. This experiment will explore this interference further by modifying the Stroop condition, using colour-associated words instead of colour words to discover whether this produces a similar response result between Stroop and neutral conditions. The research hypothesis was that saying the colour ink printed in colour-associated words condition would take longer than in the colour neutral condition. The null hypothesis was that it would not take longer to say the colour in colour-associated words. Method: Design – A within-participants design was used. The independent variable was naming the colour of the ink words are printed in, which incorporated two conditions, in both of which the participants had to speak aloud the colour of the ink from printed words. In condition one, the words were colour-associated and in condition two, the words were colour-neutral. The dependent variable was the time it took for the participant to complete each condition and was measured by the researcher with a stop watch to the nearest second. To control any confounding variables, participants took part individually and all read the exact same instructions (Appendix1). The same number of words and their length were the same in both conditions. The same colour shades and the order they were used, as well as how many times each word was presented, to negate practice effects, was equal in both conditions. The order of the conditions was alternated consecutively, participant one starting with condition one and then participant two starting with condition two and so on, again to negate any practice effects. Participants Twenty participants, all English speaking and non colour-blind, eight of whom were men and twelve women, either fellow students at The Open University or friends and family, were asked to take part, all agreeing to volunteer. Their ages ranged from 18 to 69 years. Materials To record the participants response times, for completing each condition, accurate to the nearest second, a stop watch was used. The stimuli for both conditions contained a list of six words, with condition twos being matched in length and the first letter . Condition one contained six colour-associated words and condition two contained six colour neutral words. Each word in both conditions was displayed five times in a matched randomised order within two columns on A4 paper. All words were printed in one of six colours, which were matched randomised. An example of the both conditions stimuli is provided in Appendix 2. Consent forms were completed by each participant (Appendix 3) and each were given the same instructions, which included an example, (Appendix 1). A data sheet was used to record participants age, sex and response times (Appendix 4). SPSS software was used to acquire the statistical results. Procedure Participants were approached individually and asked whether they would volunteer to take part in a solo cognitive psychology experiment which should last for about five minutes. The researcher then briefed the participant about the research topic being studied and why this particular experiment, answering any questions posed and mentioning there would a debrief upon completing the experiment. Participants agreeing to take part, were informed their data would be anonymous and that they could withdraw at anytime. Upon this they signed a consent form. Then the participants age and sex were entered onto the data sheet, for demographic purposes only. The participant was then told they would be presented with a sheet of paper for each condition, with two columns of words and to say aloud, as quickly as they could, the colour of the ink each word was printed in, beginning with the top of the left hand column. An example was shown to illustrate the experiment and ensure the participant fully understood what was required for them to do. For the verbatim instructions in full, please see (Appendix 1). Once the participant was content, the sheet labelled Condition 1 was placed face down in front of the participant. Upon the participant being told to turn the sheet over and begin, the researcher started the stop watch. As soon the participant completed Condition 1, the stop watch was stopped and the time to the nearest second was recorded on the data sheet. The process was repeated exactly the same way for Condition 2. Once both conditions had been completed, the researcher thanked the participant for their time and then debriefed them as to the nature and objective of the experiment and answered any questions the participant may have had. Finally the participant was informed once again that their data would be used anonymously and that if they had any concerns at a later date, their data could be withdrawn. Results: The research hypothesis was that saying the colour ink printed in colour-associated words condition would take longer than in the colour neutral condition. Each condition was measured for the time taken to complete saying the colour of ink printed in each word, to the nearest second. Table 1 – Mean and standard deviation for response time in seconds Mean Std. deviation Condition 1 (colour-associated words) 25. 1 6. 46 Condition 2 (colour neutral words) 21. 55 5. 4 As Table 1 shows, there is a significant difference in the mean response times for both conditions, with the mean response time for the colour-associated words condition being 3. 55 seconds longer than the colour neutral condition. A paired samples t-test was carried out and the analysis shows a statistically significant difference between the conditions, however, effect size is small, (t (19) = 4. 173; p = 0. 0005; d = 0. 254). With this result the null hypothesis was rejected. Discussion: The results of this experiment show that, on average, participants took longer naming the colour, a list of colour-associated words were printed in, than when naming the colour of a list of colour neutral words. Suggesting the controlled process of naming the colour ink of colour-associated words, had interference from two automatic attentional processes, that of reading and association of colour. These results echo Stroops experiment and findings [cited in Edgar:2007] with an automatic process interfering with a controlled process, supporting Schneider and Shiffrin [cited in Edgar:2007] and two-process theories, where the balance between controlled and automatic processes is situational dependent. This situational balance leads to the modification of this experiment, using colour-associated words instead of colour words. The participant has the automatic process of reading, interfering with the controlled process of naming the colour of the ink, but then the meaning of the word, possibly, shifts attention, effecting participant response times, similarly to Treisman [cited in Edgar:2007] findings. A possible confounding variable which could have had an affect on participants response times is if any participants had had prior knowledge of the Stroop effect, thus employing a strategy to control the automatic response as Gopher [cited in Edgar:2007] suggests that attentional control, like any skill, can be learnt and altered for a situation and or practice effects if having taken part in a prior Stroop experiment. This may be why some of the participants had almost matched response times to both conditions, see Appendix 4. A solution to this would be to ask the participant whether they have taken part in a previous experiment and exclude them if they have. Another possible confounding variable is time of day for conducting the experiment, so standardising this would be a solution. Further studies could look at possible ways of strengthening the experiment results by increasing the number of words in the list. Another would be to add time penalties or ask the participant to correct themselves if they make a mistake when naming the colour inks. It may be of interest to find out if age has any effect on response times. This could be done by comparing age groups. A further interesting aspect would be to conduct an experiment in which colour-associated word list response times are compared against colour word list response times, to find out whether colour-associated words have a stronger effect on participant response times than colour words. To conclude, the results of this experiment support both the Stroop effect and that of two-process theories of controlled and automatic processes working simultaneously, but are situational dependent. Further research could investigate whether there is a difference in response times between colour-associated words and colour words. Word count: 1986 References: Edgar, G. (2007) Evolutionary Psychology. In D. Miell, A. Phoenix, K. Thomas (Eds. ), Mapping Psychology (2nd ed. , pp. 43-95). Milton Keynes: The Open University. The Course Team, (2007) Introduction to research methods. In The Research Team, Exploring Psychological Research Methods (pp. 1-42). Milton Keynes: The Open University. Appendices: Appendix 1: Instructions Appendix 2: Word lists with colour-associated and colour neutral words Appendix 3: Consent form Appendix 4: Data sheet with response times Appendix 5: SPSS print-out of the t-test Appendix 1: Instructions In a moment I will place a sheet of A4 paper in front of you that contains two columns of words. You will notice that the words are written in six different colours of ink – red, blue, green, yellow, orange and purple. What I would like you to do is to say out loud the colour of the ink each word is written in. Start with the word at the top of the left column and work downwards. When you have finished all the words in the left column, start on the right column. Remember, I do not want you to read the word itself out to me, instead I want you to state what colour of ink it has been written in. You should work through the list as quickly as you can. To help you, here are two examples: CHAIR For the item above you would respond blue. HOUSE For the item above you would respond red. Do you understand what you are required to do? (if yes, then proceed to task. If no, go through the examples again. ) Appendix 2: Word lists with colour-associated and colour neutral words Condition 1 SKY PLUM PLUM BLOOD LEMON LEMON GRASS GRASS CARROT BLOOD BLOOD SKY PLUM CARROT CARROT LEMON SKY PLUM GRASS GRASS BLOOD CARROT LEMON SKY CARROT BLOOD GRASS LEMON SKY PLUM Condition 2 STY PLAN PLAN BLAME LEDGE LEDGE GRADE GRADE CAREER BLAME BLAME STY PLAN CAREER CAREER LEDGE STY PLAN GRADE GRADE BLAME CAREER LEDGE STY CAREER BLAME GRADE LEDGE STY PLAN Appendix 3: Consent form Consent to participate I have been asked to participate in an experiment that investigates one aspect of cognitive psychology and give my free consent by signing this form. I have been informed about the research and why it is taking place. I understand that my participation in this research is voluntary. I understand that I can withdraw from the research at any time. I understand that my data will be anonymous. I understand that I will be provided with a debrief after taking part in the experiment. Signature _______________________________ Date ____________________________________ Appendix 4: Data sheet with response times Participant number Age (years) Sex (male/female) Condition 1 (colour-associated words) time (seconds) Condition 2 (neutral words) time (seconds) 1 48 male 16 14 2 43 male 31 26 3 38 female 24 18 4 31 male 14 14 5 18 female 19 15 6 47 female 30 23 7 39 male 20 14 8 22 male 22 24 9 37 female 30 19 10 42 female 18 22 11 55 female 22 23 12 68 male 39 35 13 20 female 29 20 14 69 male 31 25 15 39 female 31 28 16 42 female 30 27 17 36 female 20 17 18 19 male 25 22 19 25 female 21 22 20 38 female 30 23 Appendix 5: SPSS print-out of the t-test Paired Samples Test Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Pair 1 colour-associated words neutral words 3. 550 3. 804 .851 1. 770 5. 330 4. 173 19 .001

John Renald Essays - Ancient Rome, 1st Millennium BC, Time

John Renald Dr. Waszak History 241 18 October 2018 Fall of Roman same effects on U.S Many people today always like comparing to the past. In this instance people are comparing the decline of the Roman Empire to the United States current state. In this case how the Roman Empire had function is very similar to today's society. People usually focus on the downfalls so what was going around in recent years was that there was a comparison on the forces of work that created the downfall of Rome is also happening on the United States. The cycle like repeats it self. I feel like what happen in the Great Depression is a great example of how a structure had failed and the United States began to fall as a nation. Not only that but several incidents which the United States were in trouble and i feel like all of those conflicts will begin to pile up and will end really bad. I find that the idea of what happen to a fallen Roman Empire to be a great comparison to what is happening now. The United States is not doing so well financially for example and that can be a major disadvantage to bettering our country. So with our current president in office it is believed that a war will be started. There is no need for a war to be stirred up because that is why the United Nations was built for. This current president has this influence that a war should be started to fix current problems. First of creating a war is not the right way to help this country. The amount of money that is going to be used for the war is going to be horrendous. People can make the argument that it will provide many jobs but that does not mean that a Draft may not come.Warfare and a good plan is needed to effectively win a war. The Roman Empire is just like America for example in this Article by Eugene Volokh he explains how Caesar had its faults, "If we know something about the fall of the Roman Republic, we know vaguely about Julius Caesar, about how he was a popular general who used his support within the military to effect a coup. The coup then led to a civil war in which the strongman who prevailed, Augustus, thought he would do very well with the powers Caesar had claimed for himself. If we know a little more, we know that Caesar was not just a successful general, but a canny politician, who used his political victories not just to command the personal allegiance of the legions, but to build a populist political power base at home. We might also be faintly aware that by the time Caesar could attempt his coup, the Roman Republic was already exhausted, with a complacent elite fattened by centuries of military victory and the attendant spoils."(Volokh). So in this case you can make the comparison on Juli us Caesar and Donald Trump on how they want to face things. Donald Trump views are not the best because of what his prime focus was warfare. That is one form of decline when you see war as an option. This current era is filled with advanced technology so you can see a major difference on how things worked in Rome back then. The belief that has been going around on how the United States is starting to fall is very alarming to various people for example an a man named Alfred W. Mccoy mentioned in his article, " Future historians are likely to identify the Bush administration's rash invasion of Iraq in that year as the start of America's downfall. However, instead of the bloodshed that marked the end of so many past empires, with cities burning and civilians slaughtered, this twenty-first century imperial collapse could come relatively quietly through the invisible tendrils of economic collapse or cyberwarfare. (McCoy). So it has been said that the downfall of America has already begun by previous faults of the former president. This decline has been affecting us for years we just do not realize that these mistakes keeps one adding up. No one knows what

Earning Money in the Beginning Readers and Chapter Books Market

Earning Money in the Beginning Readers and Chapter Books Market Writing beginning readers and chapter books has been the bread and butter of my career. Over the years, I’ve written more than 400 beginning reader stories that have been published in a variety of formats including a bestselling book with Scholastic Teaching Resources, 25 Read and Write Mini-Books That Teach Word Families. This book of 25 reproducible beginning reader stories has sold over 250,000 copies to date. If you’d like to try your hand in this field that is full of variety and fun, here is an overview of some of the opportunities available. Trade Book MarketDr. Seuss invented beginning readers in the trade book market with his book, The Cat in the Hat. Since then most of the big publishing houses have developed their own line of beginning readers. This market is tight, but not impossible to break into. For example, if you’re represented The Educational MarketTeachers as well as homeschooling parents use beginning readers in the form of mini-plays, mini-books, and reproducible stories. They can photocopy these and put them in the hands of their students to help them learn how to read. Visit your local teacher’s supply store to look for publishers such as Creative Teaching Press who publish books of reproducible beginning readers for teachers. Search on Amazon see more examples of their stories using the â€Å"Look Inside† feature. The ESL MarketThere is a variety of opportunity to earn income writing for the English as a Second Language (ESL) market. Publishers for this market need beginning reader materials in a wide range of formats for students from preschool through adult. To learn more about exciting opportunities available to writers of all levels, explore sites such as: TESOL at www.tesol.orgESL Magazine at www.eslmag.comELT Journal at http://eltj.oxfordjournals.org/ Readers TheaterWith the nation-wide focus on teaching children to read along with the development of the Common Core State Standards, publishers are seeking to provide resources such as readers theater plays for educators to use. Readers theater plays can be read aloud while students sit in their seats and don’t require a stage, costumes, or a director. Publishers such as Libraries Unlimited and Lerner are often on the lookout for adding more of these book titles to their product line. Children’s MagazinesMany children’s magazines feature some type of beginning reader story. From rebuses to repetitive stories to readers theater, there are a variety of formats you can submit to magazines in order to start gaining experience writing for and building published credits in the beginning readers market. When I first started writing for the beginning readers and chapter book market, I didn’t know the first thing about the opportunities available or the techniques needed to write a manuscript or land a contract. Yet writing for this market became a solid source of income over my career. If I can learn how to experience success, you can, too! Explore the possibilities. Go ahead and give this market a try.

What Is a 529 Plan How Can It Help You

What Is a 529 Plan How Can It Help You SAT / ACT Prep Online Guides and Tips If you want to save in a smart way for college (either for yourself or your child), you’ll want to make the most of your money. One of the best savings plans meant specifically for growing a college fund is called a 529 plan, or a qualified tuition plan. But what is a 529 plan? Like any sort of investment plan, there are several types of 529s, all with their own benefits and drawbacks. In this post, I’ll talk about the basics of 529 plans, why they’re helpful, whether they affect financial aid, and where you can get one. What Is a 529 Plan? According to the IRS, a 529 plan is an investment savings plan with tax incentives (and sometimes other benefits) to make it easier to save for post-secondary education. It’s an account in which you contribute a portion of your income to save for future college expenses. They’re generally run by state governments or education institutions, not banks. A 529 is typically a â€Å"set and forget† sort of savings plan (although you have a few different options that I’ll get to shortly) - you decide to make whatever contributions you’d like and a fund manager makes investment choices for you. Some plans require you to purchase â€Å"packages† to cover future tuition costs, whereas others allow to contribute however much you want, however often you want. One of the things that makes it special is that it can only be used for education expenses in the future, and can be opened by anyone (the saver) for anyone (the beneficiary). The main advantage to having a 529 plan is that earnings (i.e. the money that the plan makes while your money is invested) are not subject to federal tax, and are generally not subject to state tax, when used for educational expenses. Eligible expenses usually include things like tuition, fees, books, room, and board. In sum: You contribute some amount of your post-tax income either on a regular or more flexible schedule. The money you contribute to the plan is invested, and will usually grow (or will be guaranteed to be worth a certain amount in the future). When the plan’s beneficiary wants to use the money for eligible educational expenses, the money can be withdrawn and you don’t have to pay taxes on any money that your plan makes (e.g. capital gains taxes). I’m Still Confused - Why Is a 529 Plan a Good Thing? 529 plans are similar to retirement savings plans in a few different ways. Because people are generally more familiar with the way retirement savings plans work, I’ll use them as an analogy. Just like with 529 plans, there are a few different retirement savings options (e.g. traditional IRA, Roth IRA, 401k), but the bottom line is that they’re all options with tax benefits and incentives to help you save. Depending on what plan you decide to go with, you may have more or less flexibility and/or opportunities for capital gains. As with retirement plans, time is your friend when it comes to 529s - more time means you can contribute more money to the plan, and your money has more time to grow on its own as an investment. You could just stash money away in a savings account, but you’ll probably see less growth due to low interest rates, and you’ll have to pay taxes on any earnings. Just like with any other investment, there is some risk involved in putting your money in some types of 529 plans (I’ll talk more about this shortly). You may not gain as much money as you anticipate, for example. Overall, though, 529 plans are pretty conservative and provide respectable earnings. Once again, time is your friend! This holds true for any investment or savings plan, really - if you give your money more time to earn, you’ll generally be happier with the outcome. Types of 529 Plans There are two main types of 529 plans: prepaid tuition plans and college savings plans. I’ll talk about both of these plans here. Prepaid Plans Prepaid plans are primarily sponsored by states. Investments are â€Å"guaranteed,† which means that your money is certain to be worth a certain amount in terms of tuition (and sometimes room and board) dollars when the beneficiary heads off to college. Ultimately, these plans â€Å"lock in† a certain rate of tuition. Savers purchase â€Å"units† or â€Å"credits† at participating schools (usually public, in-state schools) for future education expenses for a beneficiary. You usually have the option to choose from several available packages that lump units together (e.g. one year of tuition, two years of tuition, tuition plus housing, etc). It’s typical to have the option to pay with a lump sum or with monthly installments. The older the beneficiary is when you start purchasing credits, the more expensive these units become. These plans often have residency requirements, which means you have to live in the state that sponsors that particular plan. You should be able to transfer the value to private and out-of-state schools, but you may not get the full value of your plan (this varies widely by state). Ultimately, prepaid plans are fairly â€Å"safe† because of the guaranteed nature of the investment (although some argue that the deal isn’t as great as it’s made out to be). They are fairly inflexible, however - if the beneficiary chooses to attend a private or out-of-state school, you probably won’t be able to transfer the full value of the plan. Here’s an example of a prepaid plan in action: Let’s say you’re interested in the Florida state 529 prepaid plan for your newborn. There are different packages available, but you choose to buy the four-Year Florida University tuition package. This would cost you $28,888.39 in 2016. In 18 years when your newborn heads off to college, the money you spent in 2016 would cover all tuition expenses at an FL state university, no matter how high the costs are in 2038. College Savings Plans College savings plans are a bit easier to understand than prepaid plans. Simply, a college saver opens an account for a beneficiary (the student) to pay for the student’s eligible college expenses (room, board, tuition, fees). Tax-advantaged college savings plans are usually run by states themselves - some banks offer these plans, but they won’t come with the same advantages that you can get through your state plan. There are often many investment options to choose from, so the saver can freely customize his/her investment. Withdrawals from this type of plan can usually be used at any college or university, which offers a lot more flexibility for the beneficiary when it’s time to head off to college. Your rate of return on your investments will depend on your specific choice of plan, but some college savings plans may earn as much as 3 to 3.5%. The downside to college savings plans is that unlike prepaid plans, your investment is not guaranteed - they’re subject to market fluctuations, just like any other investment. The upside to these plans is the degree of flexibility they offer, both in the beneficiary’s choice of college and the amount the saver chooses to contribute. College savings plans are sort of like this gymnast - they’re flexible but also not afraid of a little risk. Here’s an example of a college savings plan in action: Let’s say you’re interested in a college savings plan for your 8-year-old. You’re not sure where he’ll want to go to school, so you prefer a college savings plan to a prepaid plan because it’s the more flexible option. Your son will be ready to head off to school in 10 years, so you start contributing $5,000 annually to the 529 plan of your choice. Your money is invested in a mutual fund, so you know a certain rate of return is not guaranteed. Your investment does well, however, and you see an annual rate of return at 3.5%. After 10 years you will have contributed $50,000 to the plan, but your ending balance will be $60,710 - you won’t have to pay any taxes on these gains. If you’d put away the same amount into a savings account with an interest rate of 3.5% over 10 years, your ending balance would come to $57,818 (assuming an annual tax rate of 25% on capital gains). Overview: The Main Differences Between Prepaid and College Savings Plans Prepaid Tuition Plan College Savings Plan Tuition Price Lock Locks in tuition prices at certain schools No lock on tuition costs Eligible Education-Related Expenses Generally just for tuition and mandatory fees For all college-related expenses, including tuition, room, board, fees, books, computer Investment Guarantee State plans are guaranteed or backed by the state No state guarantee; your investment is subject to risk just like any other investment (money could fail to grow, or you could even lose money) Age Limits Most plans have an age limit for the beneficiary (student) No age limits; open to adults and children Residency Requirements Most state plans require either the owner (saver) or beneficiary (student) to be a resident of that state No residency requirement, but there may be some limitations in how you can purchase the plan Enrollment Periods Most plans have limited enrollment periods (periods when you can start participating in the plans) Open enrollment; you can start participating whenever you’d like Should You Get a Prepaid or a College Savings Plan? Your choice of 529 plan will depend on a few different factors. First, how much flexibility in school choice are you looking for? Prepaid plans are less flexible, and as such are best for in-state public schools. You should be able to transfer credit from a prepaid plan to out-of-state and/or private schools, but you probably won’t get the full value of the plan. The actual amount that you’d be able to transfer depends on the individual plan. Bottom line: If flexibility is a priority, college savings plans may be the better option. If you’re confident that your child will attend an in-state public school, prepaid plans may be the best fit. Second, what’s your preferred level of risk? Prepaid plans are generally sponsored by the state - the investments, credits, units or whatever you purchase tend to be guaranteed by the state with these plans. College savings plans, on the other hand, don’t generally guarantee returns (unless, of course, they’re sponsored by the state). If the market performs very well your money could do better than you expected in a college savings plan, although the opposite is also true. Bottom line: If you’re particularly risk-averse, you may prefer a prepaid plan. If you value flexibility over the relative safety of a conservative investment, you might be happiest with a college savings plan. Will a 529 Plan Decrease Financial Aid Eligibility? You might worry that having an investment account earmarked for college expenses might decrease student aid eligibility. In reality, a 529 savings plan has little effect on how much money a student will receive in financial aid. 529 plans are considered parental assets. As such, they’re factored into federal financial aid formulas at a max rate of 5.6% - that means that 5.6% of your 529 savings are included in the â€Å"expected family contribution,† the figure that’s so important in the calculation of financial aid. Ultimately, family income is considered a much more important factor when it comes to determining aid eligibility. Learn more about calculating your financial aid eligibility. Where Can You Get a 529 Plan? Each state has its own sponsored 529 plans, but enrollment is sometimes limited based on the type of plan and your own (and/or the student’s) state of residency. You may be able to enroll directly in the plan, but in other cases you’ll have to enroll via a financial broker. To get information on state-specific plans, Google â€Å"[state] 529 plans.† Any page that talks about a state-sponsored plan will have more information about plan details and how to enroll. There are a lot of ads that come up with 529 plan searches, but the first non-ad result is your best bet, like in this example. Summary Hopefully you have a better idea of what 529 plans are and how they can be useful. There are a lot of different options depending on your savings goals, state of residency, and flexibility needs. I encourage you to look at your own state 529 options to see if particular plans appeal to you. If it’s an option, I also encourage you to talk to an expert or trusted financial advisor for advice and guidance! What’s Next? If you’re thinking about saving for college (for either yourself or a beneficiary), pat yourself on the back for being so proactive and forward-thinking. Something else you can do to prepare for the future is learn more about college expenses and how to minimize them. First, check out our complete guide to college costs - this outlines all the obvious and hidden expenses associated with going to college. If you’re surprised by how expensive college really is, you may want to read up on why college costs so much. Don’t get discouraged by these sticker prices, though! To figure out how to tackle these costs, check out our complete guide on how to pay for college (it may not be as daunting as you think). Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Extent to Which Global Warming May Impact the Oceans Biological Research Paper

The Extent to Which Global Warming May Impact the Oceans Biological Systems - Research Paper Example Controlling gas emissions and pollution worldwide has been a critical challenge for governments worldwide. Up to now a series of plans has been developed for securing the limitation of the negative effects of human-related activities on the environment. The results of the relevant efforts seem to be disappointing. In many cases, this failure has been related to the lack of funds for the support of the relevant programs. However, such claim could not be accepted especially since schemes have been developed at the international level for securing the funding of these plans by all countries, according to their economic performance. At this point, the following question appears: how climate changes tend to be continuously increased, at international level, even if the measures taken by most governments are extended? It should be noted that the literature developed in regard to this subject may not always refer directly to global warming but rather to climate change and its effects on the ocean’s biological systems. This is because global warming is considered as closely related to climate change, even as an aspect of climate change, so the emphasis is often given to climate change in general and not specifically to global warming. It is implied that the assumptions made after the relevant research are also related to global warming. It is proved that, indeed, global warming is able to impact these systems. Then, the exact consequences of global warming on the ocean’s biological system are checked and analyzed. It is revealed that the role of global warming on the alteration of ocean’s biochemistry, as related to the ocean’s biological systems, is higher than expected.  Moreover, no signs seem to exist for the limitation of the phenomenon. Instead, the research deve loped in this field indicates the continuous decrease of the ocean’s marine organisms and the continuous deterioration of the ocean’s overall biological systems.  

Nursing personal statement Example | Topics and Well Written Essays - 1000 words

Nursing - Personal Statement Example With time, I developed a need and desire to refocus my career goals to become an established psychiatric mental nurse practitioner with a command in this particular area of nursing. In order for me to actualize my career goals and professional development, I realized there was a need to increase the depth, and scope of my knowledge, skills and experience in this particular field. This would enable me to conform to the current standards of delivering patient centered care with integration of evidence based practice and clinical experience in order to optimize patient care outcomes. In order for me to achieve my goal, I have to enroll for a master degree in PMHNP (Psychiatric Mental Health Nurse Practitioner) that would increase my knowledge and hands on skills in this specific field of nursing practice. In particular, this program offers me the necessary biopsychopharmacotherapeutic knowledge and skills that will enable me to function well as a PMHN (Psychiatric Mental health Nurse) w ith regard to diagnosing various psychiatric disorders, managing of various psychotropic medication, and promoting the health of the psychiatric mental health patient. ... I have the necessary experience which is a prerequisite for admission to the MSN PMHN program. During my work as a nurse both in the hospital and in the home care, I interacted with patients with psychiatric disorders and actively participated in their treatment and management plans. In particular, I was part of a team that handled psychiatric cases. I personally participated in the physical assessment of the patients and the process of diagnosing the disorders. My participation in the diagnosis process included participating in many of the tests performed to aid the diagnosis. I participated in designing of their treatment plan and its implementation. I also participated in the development of long term palliative care plans for most of the patients with psychiatric disorders. I monitored their progress and response to treatment (both pharmacological and psychotherapy). Apart from the experience that I gained by directly working with patients with psychiatric disorders, I also worked with patients with other disease conditions. In the process, I gained valuable experience needed by the practicing nurse in a clinical setting. I have experience in using handoff communication tools like â€Å"I pass the baton† and SBAR. These tools provide a standard mechanism for communication between nursing personnel and account for a large percent in reduction of medical errors. I also have developed critical skills and experience in using standard research methods within a clinical setting to obtain relevant and up to date information with regards to essential guidelines that are to be observed while handling a continuum of medical conditions presented b patients. I have acquired skills that enable me to apply evidence based practice to developing meaningful and practical

Management Capacity Resume Essay Example for Free

Management Capacity Resume Essay The purpose of this letter is to express my interest in working with your company in a management capacity.   I have over 15 years experience working for a major bottling company utilizing my Sales and Operations management skills which would be an asset to your organization. My diverse background includes serving in the United States Army Reserve.   In both my military and professional career, I have demonstrated excellent leadership abilities and exceptional customer service skills.   I successfully built a solid sales team consistently mentoring and motivating staff to meet and exceed company sales quotas. In addition to the skills noted on my resume, I can also offer your company: An enthusiastic individual seeking new endeavors, accomplishing personal and professional goals. A multi-tasking individual leveraging sales and marketing skills to exceed sales quotas. Excellent analytical ability with solid verbal and written communication skills. I look forward to speaking with you further to discuss my skills and qualifications.   You can reach me at the number listed above.

La-La Land American Ignorance Essay -- Argumentative Persuasive Papers

La-La Land American Ignorance So tell me. Who is the prime minister of Britain? What did Koizumi just do to his cabinet? Do you even know what country he’s from? What was the reelected chancellor of Germany’s stance in his recent political campaign? What resolution did the U.N. Security Council pass in late September? Which country stopped the shipment of five million dollars of uranium 155 miles from Iraqi borders? Can you even point out the location of Baghdad on a world map? Where is Arafat’s headquarters located? Do you even know who Arafat is? What 39-year old Asian businessman took control of North Korea’s recently opened â€Å"special economic zone?† Why is Milosevic being tried at The Hague? Do you know what these things, these people, and these events, have to do with the United States? More specifically, do you know how they might affect you? It is no surprise that many Americans cannot answer these questions. In general, most of us aren’t interested in what happens in countries on the other side of the globe. We feel apathetic even to domestic events occurring in states other than our own. But that is the problem – the American public does not recognize the most basic knowledge about the current events of the world due to lack of interest. The average adult perhaps only realizes that bin Laden and al Qaeda are hiding somewhere inside or outside Afghanistan and that Saddam Hussein may have a stockpile of weapons of mass destruction hidden somewhere in Iraq. But this is about as far as their familiarity with foreign affairs extends – they may not even be able to point out Baghdad on a map or what territory Desert Storm covered. They probably cannot even identify the events that occurred at Tora Bora... ...lling our gigantic walk-in closets with more dresses from Gucci than there are days in a year than we are with North Korea’s militarization of its economy. We want to watch action movies all day long, eat Ben and Jerry’s ice cream right out of the half-gallon bucket, drive fancy BMW sports cars, booze up on Smirnoff Ice, shoot up more heroin, pay thousands for prostitutes, gamble fortunes away at the MGM Grand in Vegas, and enjoy all the pleasures of life. We care more for that than anything else in the world. And our government responds to that. The media bows to our wishes. And we grow ever more apathetic, ignoring the world around us. Sources cited: Epstein, Edward J. News From Nowhere: Television and the News, Vintage, New York NY. 1973, pp. 16; Pearson, David. â€Å"The Media and Government Deception.† Propaganda Review. Spring 1989, pp. 6-11.

King Lear †Denial, Rage, and Isolation

Throughout Shakespeare’s play, King Lear, the audience is subject to differing emotions and sentiments for the main character. The changes in King Lear’s demeanor, state of mind and even beliefs throughout the play are constantly changing and subject to so many different factors that the audience cannot help but be swept up in the transformations. The contradictions and inconsistencies in the play have frustrated some and intrigued others. (Lynch, 2007) Despite this, King Lear continues to stand as one of the greatest literary pieces to have been written up to this very day.The aim of this essay is to examine the transformation in King Lear’s demeanor and person throughout the course of the second act. It is here where the audience can find a seemingly assorted array of emotions as caused by the unexpected circumstances faced by the king. It is this essay’s purpose to define and discuss the transition of the king from denial to rage and then to complete is olation all of which occurred within the span of a single act. The events, characters and development that transpires in the said act will be used as instruments to analyze the king’s steady transition in character.In Lear’s first appearance during the second act, he finds one of his servants in the stocks. His disbelief at discovering that someone could treat one of his own so badly is compounded by his discovery   that it was in fact Regan, his daughter, who ordered it done. This is the onset of Lear’s phase of denial. It is unbelievable to him that his own daughter would show disrespect for him in such a manner as evidenced by the following lines:King Lear:What's he that hath so much thy place mistook to set thee here?Kent: It is both he and she; Your son and daughter.King Lear: No.Kent: Yes.King Lear: No, I say.Kent: I say, yea.: No, no, they would not.Kent: Yes, they have.King Lear: By Jupiter, I swear, no. (Shakespeare, 1986)The king’s continuous refusal to Kent’s assertions is a clear indicator of his denial of the truth.King Lear’s denial is stressed even more with the news that his daughter and son-in law refuse to talk to him even upon his request. This was unheard of to the king and despite the obvious, he denies himself the realization that his daughter has betrayed him. His words show this denial clearly when he exclaims, â€Å"Deny to speak with me? They are sick? They are weary? They have travell'd all the night? Mere fetches; The images of revolt and flying off. Fetch me a better answer.† (Shakespeare, 1986)The king’s phase of denial turns to anger, however, when Regan comes to talk to him. She stresses Lear’s impotence as a leader and father with her continuous repetition of his being old as seen in Regan’s comment, â€Å"O, sir, you are old. Nature in you stands on the very verge Of her confine: you should be ruled and led.† (Shakespeare, 1986) She also says he is weak and tries to convince him to return to Goneril and stay there.This reaction to the king’s arrival as well as the earlier incident of finding his servant in the stocks fuels King Lear’s rage. This is seen with his exclamation of curses on Goneril, who maltreated him during the first act of the play.King Lear: Never, Regan: She hath abated me of half my train; Look'd black upon me; struck me with her tongue, Most serpent-like, upon the very heart: All the stored vengeances of heaven fall On her ingrateful top! Strike her young bones, You taking airs, with lameness!Cornwall: Fie, sir, fie!King Lear: You nimble lightnings, dart your blinding flames Into her scornful eyes! Infect her beauty, You fen-suck'd fogs, drawn by the powerful sun, To fall and blast her pride! (Shakespeare, 1986)Despite the many words of protest from Regan, the king continues to pour out his anger for his other daughter not knowing that Regan is in fact of like mind as Goneril and is already awa iting the latter’s arrival.Anger turns to isolation, however, when King Lear is confronted by both Regan and Goneril, who has just arrived. It is now clear to Lear that the two have betrayed him. They abuse their newfound power by requiring him to give up half of his knights, which was then lessened until it was required that he give up all of his knights. (Dominic, 1997) Unless he agreed, he would not be allowed to stay with them. This indicated Lear’s complete loss of authority as king and also as father to both his daughters.When the two daughters become of one mind in their demands from their father, King Lear is isolated emotionally and in power. He can no longer fight the demands of his daughters as he has bequeathed all he had to them and as such is empty-handed by himself. Also, the demand of withdrawal of all his knights indicates a future isolation even if the king does agree to the conditions of his daughters. He is isolated from them because of their betray al and agreeing to their demands will yield only a life of another kind of isolation, isolation from those loyal to him.The phase of isolation is final when the king runs out into the storm. Instead of looking for him, the two daughters order the door to be shut, leaving their father to fend for himself in the dark rainy night. Thus the transition from denial to rage and finally to isolation is made complete in the setting of the second act.ReferencesDominic, C. C. (1997). Shakespeare's characters for students. Detroit: Gale PublishersLynch, J. (2007). Classics revisited; the brutal power of ‘King Lear'; difficult and sadistic, the play still fascinates, especially in dark days.  Los Angeles Times, p.  E.1.   Retrieved 14 January 2008 from Los Angeles Times  databaseShakespeare, W. (1986). King Lear. William Shakespeare: the Tragedies, the Poems. Ed. John D. Wilson. Cambridge: Cambridge UP

Stefan’s Diaries: Bloodlust Chapter 25

When I got back to the vampire house, the moon was hanging high in the sky. Lexi was sprawled on the sofa, her eyes closed as she listened to Hugo play the piano. The piano was so out of tune that the music he pounded out, which was supposed to be a rousing revolutionary march, sounded more like a funeral dirge. Still, I couldnt help but pull Lexi up, whirling her around in an impromptu dance. â€Å"Youre late,† Lexi said, ducking out of the twirl. â€Å"Or were you on anotherdate?† â€Å"Or killing more humans?† Buxton asked, entering the room. â€Å"Are you in love?† Percy asked, leaning his elbows on his knees and glancing up at me jealously from the corner table, where he was playing a game of solitaire. Percy clearly loved women, but his childlike face made him look like a boy of fifteen, and often the women he was most attracted to assumed Lexi was his mother. I was thankful Id been turned into a vampire at the age I had been. I shook my head. â€Å"Imnotin love,† I said, wondering if I was saying it to convince myself. â€Å"But Im settling into the routine at the freak show. I think Im learning to like New Orleans.† â€Å"Thats great news,† Buxton breathed sarcastically. â€Å"Buxton.† Lexi glanced at him reproachfully before turning her attention back to me. â€Å"Did you forget our plans?† I racked my brain, but finally shook my head. â€Å"Im sorry.† Lexi sighed. â€Å"Remember–Im taking you shopping. I may be a vampire, but I still have a womans vanity, and it simply doesnt suit me to be surrounded by men in ill-fitting clothing. What would the neighbors think?† She laughed, amused by her own joke. â€Å"Oh, right.† I inched toward the stairway. â€Å"Maybe we could go tomorrow? Im exhausted.† â€Å"Im serious, Stefan,† Lexi said, taking my arm. â€Å"You need clothes, and its a tradition of sorts. I took those two gentlemen in for fittings, and look at them now,† she said, nodding toward Buxton and Hugo as if exceptionally pleased with her work. It was true. From Buxtons high-collared blue coat to Hugos well-tailored britches, theydidlook handsome. â€Å"Besides, you dont have a choice,† she said mischievously. â€Å"I dont?† â€Å"No.† Lexi opened the door with a flourish. â€Å"Boys, were off. When we come back, you wont even recognize Stefan, hell look so handsome!† â€Å"Bye,handsome!† Buxton yelled sarcastically as the door clicked closed. Lexi shook her head, but I didnt mind. In an odd way, Id gotten used to Buxton. He was like a brother of sorts. A brother with a potentially fatal short temper, but one Id gotten used to managing. Together, Lexi and I walked companionably into the cool night air. I saw Lexi looking at me out of the corner of her eye, and I wondered what she saw. I felt I was living three distinct lives: In one, I was a loyal brother, in another I was a new member of a club I didnt quite understand, and in the third I was a young man placing my trust in a human woman–a woman whom I had staked my own flesh and blood to save. The trouble was, I wasnt sure how to seamlessly live all three lives. â€Å"Youre quiet,† Lexi said in midstep. â€Å"And†Ã¢â‚¬â€œshe sniffed the air–â€Å"you havent been drinking human blood. Im proud of you, Stefan.† â€Å"Thanks,† I murmured. I knew she wouldnt be proud of me if I told her about the conversation Callie and I had shared. Shed say that I was too impulsive, too naï ¿ ½ve, that Id made a huge mistake telling Callie my secret. Although I hadnttoldas much asconfirmedher remarkably accurate suspicions. â€Å"Here we are,† Lexi said, stopping at a nondescript wooden door on Dauphine Street. She took a slim metal hook from her pocket and jiggled it in the lock of the front door. After a moment, it clicked open. â€Å"And now, the shop is open for business.† Lexi spread her hands wide, perching on a stiff leather ottoman. â€Å"Take your pick.† A dozen mannequins with puffed-out chests held court in the store. One in a tweed jacket lifted its arm in a wave, while another in a sailors cap had a hand above its eyes, as though staring straight out to sea. Bolts of fine fabrics were propped up against the back wall, and a row of cuff-links glistened under glass. Stacks of ready-made shirts kept silent watch over the darkened shop, and a few cravats spilled out of a drawer. Lexi crossed her ankles beneath her skirts and gazed at me, a look of pride on her face as I pulled a camel-hair coat off a mannequin and draped it around my shoulders. I stood stiffly, waiting for approval, as I had done when my mother had taken me shopping. â€Å"Well, I cant tell when you stand there as wooden as a mannequin. Walk around a bit. See what you think,† Lexi said with an impatient wave of her hand. I rolled my eyes but took a turn around the room, acting like the rich men Callie and Id seen at the burlesque show. I held out my hand to Lexi with a flourish. â€Å"Care to dance?† I said in an exaggerated British accent. Lexi shook her head, amusement evident in her eyes. â€Å"Okay, I get it. Its a little too dandy. How about that one?† She angled her chin at a mannequin in black trousers and a gray coat with red piping. I removed my jacket and pulled the coat around my shoulders. Lexi nodded, her eyes taking on a faraway look. â€Å"What are you thinking about?† I asked. â€Å"My brother,† she said. I thought of the boy in the portrait, his eyes so much like Lexis. â€Å"What about him?† Lexi picked up a silk cravat and laced it between her fingers. She didnt look at me as she spoke. â€Å"After our parents died, I started taking walks with a boy who was a vampire. He asked if I wanted to live forever. And of course I did, because I was young, and whowouldn'twant to always be young and beautiful? Also, if I turned, it meant Id never have to leave Colin. Hed already lost so much, and I thought, well, at least he could know that hed never lose me.† â€Å"Was Colin a vampire?† Lexi pulled the cravat through her fingers and cracked it like a whip. â€Å"Id never do that to someone I loved.† The image of me forcing Damon to drink from Alice, the barmaid in the tavern back home, flashed through my mind. I looked down, not wanting Lexi to sense what Id done to someone I loved. â€Å"So what happened?† â€Å"People got suspicious. I didnt know then how careful we needed to be. My brother was growing up, and I was staying the same. People wondered. And there was a siege, and our house was torched. And the irony is, I escaped and Colin didnt. And he was the innocent one. He was only sixteen.† â€Å"Im sorry,† I said finally. I tried to imagine Lexi as a human, leaning on the arm of the man who had promised the world to her, just as Katherine had promised the world to me. I pictured him spiriting her away to a dark alley, taking just a little blood at first, asking her to drink his, then stabbing her through the heart to complete the transformation. Lexi waved her hand, wiping away the image of herself as a young girl. â€Å"Dont be sorry. It was more than a century ago. Hed be dead anyway by now.† She appraised me. â€Å"That jacket looks good on you.† â€Å"Thank you,† I said. Suddenly the weight of my discussion with Callie felt heavy in my stomach. â€Å"I have a plan to save Damon,† I blurted out. Lexis head jerked up, her eyes flashing. â€Å"What?† â€Å"Tomorrow night. Callies helping me.† I allowed my eyes to meet Lexis. â€Å"Damons back at Laurel Street. Her father will be out of the house at a card game, so well free Damon then.† â€Å"Did you tell Callie what you are?† she asked, her voice low and hard. I chewed on my thumb. â€Å"No.† â€Å"Stefan!† â€Å"She guessed,† I said defensively. â€Å"And I trust her.† â€Å"Trust!† Lexi spat. She stood up so abruptly the ottoman toppled over. â€Å"You dont know the meaning of the word. Callie is the daughter of Patrick Gallagher, who just forced your brother to fight a mountain lion to the death. How do you know this isnt some elaborate plan to imprison you, too?† â€Å"How stupid do you think I am?† I challenged, stepping closer to Lexi. â€Å"I may be young, but I have good instincts.† Lexi gave a derisive snort. â€Å"You mean the same instincts that landed you backed up in a butcher shop with three vampires surrounding you? The same instincts that led you to murder that woman on the train?† â€Å"Im still here, arent I?† â€Å"Because of me! And the boys back at the house. But I will not allow you to drag us into confronting Patrick Gallagher, of all people.† â€Å"No ones dragging you into anything!† I yelled in frustration. â€Å"Just because you let your brother die doesnt mean Im going to let mine! I owe him that much.† â€Å"You ungrateful child!† she spat, pushing me with all her force against a gold-framed mirror. I fell as the mirror shattered around me. One large shard cut a large gash across my arm, but it barely hurt. Instead, I was shocked by Lexis strength. Id seen it before, but Id never been on the receiving end. Lexi towered above me, her eyes glittering. â€Å"You need to learn your place, and you need to learn it fast. Youre a vampire. And vampires donotconsort with humans.† I leaped to my feet and pushed her away from me. She flew across the store and landed against the bolts of fabric. â€Å"This one does, if it means saving Damon,† I growled. Then I stalked out of the shop and into the blackness of the night.

Lindsey deGruy Monday Is Pepto Bismol Pink (Narrat Essays

Lindsey deGruy Monday Is Pepto Bismol Pink (Narrat Essays Lindsey deGruy Monday Is Pepto Bismol Pink (Narrative on Synesthesia) " What color is three ' to you? I ask my friend, upon explaining that for me, it's a soft shade of forest green. We're seven years old and splayed out on towels under the hot Las Vegas sun, trying our best to keep up conversation amid a mouthful of popsicle. My curiosity is met with a confused stare and a response along the lines of, what do you mean? This was the first time I realized that the way I perceive things is different than that of my peers. It was also the first in a long line of questions that I eventually just stopped asking. Up until the age of twelve, I felt like an outsider. It wasn ' t a loneliness issue I had plenty of friends. The dilemma was that I didn't understand how no ne of them saw colors, shapes, and patterns when they listened to music ; why to me, the month of July was an aggressive shade of orange and tasted li ke cream soda while to them , it was simply July. I couldn ' t comprehend the thought of Wednesday adjusting itself anywhere but above one ' s left nostril, couldn ' t wrap my head around the notion of a stomachache being anything but warped and winding wisps of yellow and blue. My seeing and feeling things this way may not sound like it was overly detrimental to my wellbeing during my developmental years because, at a surface level, it wasn ' t. After all, there was no real communication barrier, and physically (besides a nasty habit of walking on my toes) I was just as able as everyone else. I could do whatever it was my friends were doing without any real problems arising. Problems did spring up, however, at times when it was necessary for me to convey my thoughts and feelings to others. Experiencing things differently from those I was surrounded by made that communication process one that is already difficult for most youth even tougher. M y perceptual dissimilarities were something that could be easily brushed off or avoided, but the issue was that I never could (and sometimes still can ' t) tell whether the way I viewed something was the same way as everyone else did or unique to me only. In each of the few instances that I did open up, I ' d gotten nothing in return but a quizzical or sometimes even critical reaction, leaving me to feel as though there was something wrong with me from a very small age. These feelings dissipated and left a whole new world of possibility trailing behind them when I was searching for a project topic in eight h grade. I went to a project-based school where, instead of following a strict curriculum, we had to work independentl y, choosing topics that both interested us and fit within state guidelines. The requirement being that I chose something in the science category, I decided to go the psychology route and look at a list of unpopular neurological conditions. The alphabetized list contained brief descriptions of each one. I skimmed through it to no immediate avail and was on the brink of giving up when something caught my eye : a phenomenon called " synesthesia . " There was and still is a serious research deficit on the topic, but it was described, in short, as the involuntary crossing of the senses ; and the so-called symptoms were strikingly familiar . It wasn ' t just a " me " thing after all. People with synesthesia all experience it differently, but one thing is definite: they don't undergo emotions and perceptions or see the world on the quite the same spectrum as someone without it. Simply put, the definition of synesthesia according to William James is " a peculiar combining of sense perceptions. " This means the crossing of any two senses or more , however, and senses affect everyone exclusively; so a lot less s imply put, there are literally infinite crosses, combinations , and results synesthesia can produce. Some people obtain the ability to taste shapes , some

Resistance to change

Resistance to change Introduction Resistance to change refers to actions that groups of people or individuals take when a change occurs in their environment and they perceive that change as a threat to their wellbeing. This implies that the perceived threat may not be real for the resistance to change to take place.Advertising We will write a custom essay sample on Resistance to Change specifically for you for only $16.05 $11/page Learn More The phrase ‘resistance to change’ is mostly used in organizations that face resistance when implementing strategic changes in their operations, portfolios, management, etc. It can however be applied in any situation where people resist change for a variety of reasons (Heathfield 1). This paper defines resistance to change, explains why people resist change, and explores the forms that resistance to change take. Why people resist change One of the main reasons why people resist change is ambiguity. People will read sinister motiv es in cases where change is imposed on them without proper explanations being made. The reason for change should therefore be clear to the affected parties in order to avoid resistance. Similarly, if the change agents do not consult the affected people during the change process, the latter are likely to resist the change. Organizations that impose changes as accomplished facts and those that do not communicate sufficiently to the affected people during the change process are likely to face greater resistance. Resistance to change is also greater in cases where pre-established working relations are threatened by the change. People affected by change also tend to resist changes if the benefits of the changes are outweighed by the challenges of the process of change and the challenges of the change itself. Changes that threaten the status, jobs, or power of people in an organization are also likely to face more resistance (Heathfield 1). Forms of resistance to change Resistance can be implicit or overt. Implicit resistance is the kind of resistance where people resist a certain change without being too vocal about it. It is common in cases where affected people are not allowed to disapprove management decisions openly. For instance, if an organization changes the technology it uses in its operations, workers may resist this change implicitly by being unreasonably slow. On the other hand, overt resistance is the form of resistance in which the people resisting change make their feelings about the change known. This may be in boardrooms or in a strike (Ford 1).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, resistance can be deferred or immediate. In deferred resistance, the affected people take some time to evaluate the change before they resist to the change. In immediate resistance, the affected people express their displeasure towards the change right a fter the organization proposes the changes (Ford 1). Finally, resistance can cause functional conflict or dysfunctional conflict. Functional conflict means that the resistance to change helps the organization in achieving its goals. On the other hand, dysfunctional conflict means that the resistance to change leads to the organizations inability to attain its goals fully. It is therefore important to note that resistance to change is not always bad. Thus, resistance to change can benefit the organization in the end (Ford 1). Conclusion As evidenced in the discussion above, resistance to change is a major issue in organizations. It can result from real concerns by the affected people and it can be because of unjustifiable fears. Regardless of the cause, resistance to change takes a variety of forms that organization can use to develop effective corrective interventions. Ford, Jeffrey. Decoding Resistance to Change. 2009. Web. Sep 26. 2012. https://hbr.org/2009/04/decoding-resistance -to-change Heathfield, Susan. How to Reduce Resistance to Change. 2012. Web. Sep 26. 2012. https://www.thebalancecareers.com/how-to-reduce-employee-resistance-to-change-1918992

Strategic management analysis of Starbucks Assignment

Strategic management analysis of Starbucks - Assignment Example This study proposes to evaluate Starbucks from a strategic viewpoint. In this context of the study, the United States segment of the company will be evaluated. It will also shed light on the coffee industry of USA. The primary rationale behind the industry analysis is to measure attractiveness of this industry. The attractiveness of the industry will be gauged by using PORTER’s five forces framework analysis. Apart from that the external business environment will be also analysed using PESTEL analysis. The next portion will be about identifying the strengths and weaknesses of the company. This will be done with the help of a SWOT framework. In addition, the study will also emphasize on the capabilities, core competencies and resources. Starbucks: A Brief Overview The history of Starbucks Corporation dates back to the early 1970s, when the company was founded by the famous Jerry Baldwin, Gordon Bowker and Zev Siegl (Starbucks, n.d.). Since the time of its foundation, the motto of the company has been to offer unique and special experience to the customers whenever they visit a Starbucks store and taste coffee. Starbucks is presently headquartered at Seattle, Washington, U.S (Dess, Lumpkin and Eisner, 2009, p.557). The company operates with around 6705 company owned stores, and 4,082 licensed stores throughout the United Stated. However from a global perspective, the company operates with 20,366 stores and has presence in 61 countries of the world. It sells hot drinks, foods and retail merchandising items. Starbucks has staggering employee strengths of 1, 50,000. As of financial year end 2012, the net revenue of the company was US$ 13.29 billion. Some of the major competitors of the company are Dunkin' Brands Group, Inc., McDonalds, Nestle, Yum Brands, KFC and Wendy's International, Inc (Yahoo Finance, n.d.). TASK A – Market Environment Analysis Micro Environment Analysis Coffee is admired as one of the most precious agricultural commodities and thu s the coffee industry is also witnessing strong growths globally. With strong and established players such as Starbucks and availability of mass customer makes it one of the potential industries of the world. Now to get deeper insights of the micro environment and to measure the attractiveness of the coffee industry of USA an in depth industry analysis will be carried out. To do so PORTER’S five forces framework will be employed. Porter’s five forces is one of the widely used tools to determine the competitive forces of the industry. The five forces of the industry as portrayed by Michael Porter are the threat of the new entrants within the industry, threat of the substitute products, and intensity of the existing rivalry within the industry, bargaining power of the suppliers and finally the bargaining power of the buyers. The analysis is shown below:- Threat of the substitute products The substitute products are the products that are not exactly the same as the core p roduct, but perform almost the similar function or provide the same benefit as given by the core product. In the context of Starbucks, the substitute products are soft drinks, energy drinks, coffee pills and caffeine. The consumption patterns

Music Technology - Sound Design for the Moving Image Research Proposal

Music Technology - Sound Design for the Moving Image - Research Proposal Example Sound design has to do with pulling together the different elements of a movie, for instance, and the term itself is an offshoot of work that was done by Walter Murch, who revolutionized the field starting from his work with Francis Ford Copolla in the 1970's, and in particular the work 'Apocalypse Now'. The movies are said to be the wellspring of the discipline, and as Copolla and Murch actually made use of sound, sound design was about undertaking total responsibility for the entire track of audio for a film- dialogue, the sound effects employed, and the recording and repeat recording of the movie's ultimate track. Fast forward to the present, and creative sound design has come to be differentiated from a host of associated film sound disciplines, including sound editing, which is differentiated from sound design precisely by the element of creativity that has come to be associated with those who primarily create and adopt sound to movies. That creativity and the history of creativ e sound design itself suggests that the development of technology related to sound design are often intertwined, with the creative sound designer expected to be steeped in knowledge of current and emerging technologies on sound. Elsewhere we find in the literature that sound design is also much more than the adaptation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter.... ation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter and impact on the making of the movies themselves, in the way the movies are actually filmed and conceptualized. This view of sound design, and the merit of such a view, is said to be borne out by the way films that have been done in this fashion have come to revolutionize the way films are made, for the spectacular and beautiful results of work that view sound design as an integral and creative part of the making of movies (Thom 1999; Thom n.d.; Katz 1997; Jarrett n.d.; Buskin n.d.). The short of it is that in movies that incorporate sound in the very conception stage of the movie's development and making, rather than considered as being an add-on to the movie experience, the true nature of creative sound design is said to shine through, and the examples of the work of Cop olla, Murch and Ben Burtt, the latter in such groundbreaking movies as 'Star Wars', are testaments to the power of creative sound design done in this fashion, in collaboration with the directors of those films, who understood the power of sound in movies when they are considered in this vital fashion (Thom 1999). Others have come to term this way of conceiving sound design, as being an integral aspect of the creation of the script for instance, and of the conception of the very making of the movie, as â€Å"designing a movie for sound† (Jordan 2007; Thom 1999). Such work as Forrest Gump, as an example, benefit from such a view of sound design, according to Thom, who was able to push the idea of sound in some parts of the movie being able to help tell the story, in part because the creative

Spanish Essay Example | Topics and Well Written Essays - 500 words

Spanish - Essay Example Ellen y yo aprendimos espaol varios aos antes de casarnos. Nos conocimos en la Universidad Columbia. Ellen se gradu como psicloga y yo me gradu como traductor. Desde que nos mudamos a Santo Domingo conseguimos trabajo como profesores de ingls como segundo idioma en el Instituto Cultural Domnico-Americano. Al mismo tiempo mi esposa da clases de Psicologa en la Universidad Autnoma de Santo Domingo y yo trabajo como traductor en el Internet y tengo varios clientes en el rea de los negocios de bienes races. Nuestro hijo se llama Paul y estudia en el Colegio del Instituto Cultural Domnico-Americano. A todos nos gusta vivir aqu porque la vida en este pas es ms tranquila que en Nueva York. No vivimos con tanta prisa como se vive en Nueva York y nuestros salarios nos permiten vivir cmodamente. Adems de la gente nos gusta mucho el clima. Podemos decir que casi siempre es primavera, pero en verdad es como el verano casi todo el tiempo. No es un calor hmedo como en Nueva York. Es un calor diferente y vestimos ropa casual todo el tiempo. Tengo 5 pies y 6 pulgadas. Mi cabello es negro. Mis ojos son tambin negros. Tengo una personalidad extrovertida y me gusta compartir con la gente sobre temas espirituales. Dios es el centro de mi vida y mi esposa tambin confa mucho en Dios. Por eso nos llevamos tan bien.

This Is What I Do Essay Example for Free

This Is What I Do Essay Conformity involves the changing of one’s attitudes, opinions, or behaviours. It causes sound-minded individuals to go against their best judgement, to engage in behaviour which they usually would not engage in, even accept and welcome an idea they internally disagree with, all in order to not be a deviant from the group. When faced with a challenging or trivial task, there are two common ways of handling the situation. One is to do so according to your own personal desires and beliefs. The other is to base the decision on the how others will view and respond to it. Remember that time in class when you thought you had the right answer but changed it because a majority of the class thought different, or that time you made fun of the nerdy kid in your class because it was considered the cool thing to do? Their might have been no problems at the time but when you found out your answer was the correct one and you got in trouble for picking on the nerdy kid, the majority of us would find ourselves saying everyone else was doing it. The main reason for conforming is the guarantee that you will never be left alone. It is so often that people commit wrong acts, then when accused, they retreat into the numbers of those involved. Personal desire, like conformity, is essential to life even though we may not appreciate its value. At one point we want to be different from all the rest in one way or another. So we might dress a bit differently and choose to do things we really like. For once, we might form our opinions based on what we really feel. However, sooner or later we are forced to change our spontaneous desires so that society does not label us as different or weird, simply because we are scared of being alone. It seems though that the more unique and out going individuals make an impression on others in life, people like Martin Luther King Jr. who took a stand for what he believed in even though the majority of people were against him. Maybe one day you stand out as unique to someone of great distinction, a C. E. O. of a major company or a director of a new movie, it could change your life indefinately to be someone offbeat from everyone else. In life we must balance our personal desires with what other people think is right, follow your own path and do what you believe in but do not disregard how others feel or think about you. one day the way you present yourself might just make the right impression on the right person.

The History of Colonial Rule of Puerto Rico by United States :: Historical Colonization spanish Essays

The History of Colonial Rule of Puerto Rico by United States On July 25, 1898 the United States arrived in Puerto Rico. The U.S. defeated the Spanish and gained possession of the island. Despite the intimidation the Americans inflicted on the Puerto Ricans, the Puerto Ricans remained hopeful. The Americans were the representatives of the free world. They had written the Constitution and provided a Bill of Rights for their inhabitants. The Americans were the advocates of democracy, and the Puerto Ricans hoped the Americans would show the pathway to freedom. Unfortunately, the wishes of the Puerto Ricans were never fulfilled. The United States established a military government. The Americans arrived with racist, arrogant attitudes. They deemed the the Puerto Ricans ill equipped for self government, as as the descendants, or pupils of the inferior Spanish. The Americans believed only they could establish Puerto Rico as a respectable nation, because the United States possessed an arrogance rarely seen. As a result, they claimed Puerto Rico as their possession, to do with what they seemed appropriate. What resulted was an adverse effect on Puerto Rico brought upon by Americans, from an economical, political and social standpoint. The rule of the United States over Puerto Rico also further obscured the definition of Puerto Rican identity. The impact of early U.S. Colonial rule had an adverse economic effect on Puerto Rico. Before the arrival of the U.S. in 1898, coffee was the premier enterprise in Puerto Rico. Puerto Rican coffee was highly regarded in Europe for the quality of its flavor and had a price in the markets of Cuba, France, Spain and Germany. After U.S. possession, Spain considered Puerto Rico a foreign country, and raised its import tax on Puerto Rican coffee, while Cuba quadrupled its tariff on the Puerto Rican product.