Later Adulthood Development Report Essay Example for Free

Later Adulthood Development Report Essay Maturing happens in each phase of life, and as grown-ups become more seasoned and move starting with one phase of adulthood then onto the next numerous new changes can happen in their regular daily existences. The progress from center adulthood to later adulthood can bring an unheard of level of changes to an individual’s life. The maturing procedure remembers changes for jobs and social positions, considering living lodging with human services needs, progressing from work life to retirement, changes in social approaches, and changes involved with relatives and companions. As maturing happens people notice a various measure of changes in their lives. A portion of those progressions happen in their jobs and social positions. As an individual ages they may start to see both physical and mental changes that decline their capacity to complete exercises in their every day schedules. A person who was at one time the pioneer of organization gatherings may see that they are not, at this point ready to hear or see things just as they were previously, and they will most likely be unable to process their contemplations as fast. They may likewise see a deferral in their response time. While a few people may accept it is a result of a clinical issue, it could simply be a direct result of maturing. As maturing proceeds all through later adulthood people may likewise see changes in their physical appearances, for example, free or wrinkly skin and a reduction in muscle tone. All through life people may choose to move starting with one spot then onto the next to encounter what it resembles to live in another spot. As people age their wellbeing begins to decrease, and now and again, a few families need to settle on the choice to place their friends and family in a nursing home or recruit a nursing staff to do home visits. At the point when the soundness of a friend or family member turns into an issue relatives need to ensure they are getting theâ proper care they have to guarantee their friends and family are protected and their wellbeing needs are being met. Some old people can experience life and not need any sort of help thinking about themselves, however a few people become ill and can't appropriately deal with themselves any more. Alzheimer’s and Dementia are two of the most noticeably awful sicknesses an individual can create as they age. Once Alzheimer’s or Dementia truly set in the individual begin to overlook life as they recently knew it. They no longer perceive their family or companions and make some hard memories recalling that anything about their lives. As indicated by the Alzheimer’s Association there are three phases to Alzheimer’s sickness, the early, center, and late stages. In the beginning periods of Alzheimer’s malady an individual may even now work just as they did before they realized they had the infection, â€Å"He or she may in any case drive, work, and be a piece of social activities† (Alzheimer’s Association, 2015). As per the Alzheimer’s Association, â€Å"The center phases of Alzheimer’s are normally the longest and can keep going for some years†. The third, and last phase of Alzheimer’s, the late stages, as indicated by the Alzheimer’s Association, â€Å"may keep going for half a month or quite a long while and requires extreme are the clock care†. As Alzheimer’s advances the individual may encounter manifestations, for example, outrage, nervousness, sorrow, mental trips, memory misfortune, disarray, redundancy, and physical uneasiness. As Alzheimer’s gradually begins to assume control over the individual it gets increasingly hard for both the individual and the family to manage the progressions that are happening. That is the reason it is so critical to ensure there is a prepared clinical expert on location consistently to mind and solace the individual managing the sickness. The progress from working life to retirement can be a troublesome procedure for certain grown-ups as they battle to acknowledge the progressions that will happen in their way of life. In any case, then again, retirement can likewise be an agreeable time for certain grown-ups as they consider it to be a chance to do things they love without agonizing over work meddling with their arrangements. Some maturing grown-ups make some hard memories adapting to the idea of retirement in light of the intense change in pay and they don't have the foggiest idea what to do withâ all the additional time they will have for the duration of the day. While the adjustments in pay between a week by week or every other week check enormously vary from their past calling and the measure of cash got through government disability, most bosses offer a 401K investment funds intend to help with retirement and life in the wake of working. Social arrangements were placed in respect to guarantee that anybody in need can have their requirements met. These necessities can incorporate clinical, healthful, and salary needs. The administration has subsidized projects, for example, food stamps to help families everywhere throughout the nation give food to their families. Other government projects, for example, Medicaid and Medicare are flawless to help spread clinical costs for individuals who can't manage the cost of wellbeing or dental protection. With regards to the old, social projects, for example, Social Security and the Older Americans Act were put unblemished to guarantee the old (anybody matured sixty five or more seasoned) can monetarily bolster themselves. Social strategies are an extraordinary method to guarantee people are appropriately dealt with and can bolster themselves. Family is everlastingly, and no one ought to ever feel as though they need to experience life alone. As we age it is essential to recall how significant our loved ones truly are to us. We spend our entire lives looking for somebody to spend the remainder of our lives with and to assemble a family with, yet as we age and individuals in our families begin to bite the dust individuals start to feel forlorn. Losing a nearby relative or even a companion can leave people with a sentiment of forlornness or even melancholy, â€Å"Most individuals seventy years old or more established are bereaved, separated, or single† (Zastrow Kirst-Ashman, 2010). Grandparents and extraordinary grandparents ought to never need to feel like they are irrelevant or undesirable by their families. As people develop and go on with their own lives they ought to consistently keep on keeping in contact with everybody in their family, yet they ought to particularly ensure their grandparents and more established relatives are solid and all around dealt with. The progressions that happen all through our day by day lives are setting us up for the following phase of life. As people age they experience new things and learnâ new things about themselves. A few people dread maturing as they dread they will not, at this point have the option to appropriately think about themselves any more, yet with the affection and backing from our families the sky is the limit. The maturing procedure remembers changes for jobs and social positions, considering living lodging with human services needs, progressing from work lifeâ to retirement, changes in social strategies, and changes involved with relatives and companions. Maturing is only one of the numerous parts of life that everybody needs to manage, and it is dependent upon us to decide how we need to manage it and let it influence our regular day to day existence. References: Alzheimer’s Association. The Stages of Alzheimer’s. Recovered from: http://www.alz.org/living_with_alzheimers_4521.asp U.S Department of Health and Family Services. Thinking about Frail Elderly People: Policies in Evolution. Recovered from: http://aspe.hhs.gov/daltcp/reports/chap14.htm Zastrow, C.H. Kirst-Ashman, K.K. (2010). Understanding Human Behavior and the Social Environment (eighth Ed.)

Police Performance Term Paper

Police Performance Term Paper Police Performance Term Paper Police Performance Term PaperIf you have to compose police execution research paper, you will discover this article helpful. Right off the bat, there is a decent example research project on police execution. You may utilize this example to compose your own research paper, to get thoughts for composing, or to center your examination point. Furthermore, you may likewise attempt our custom research paper help and get unique research paper on police execution composed without any preparation! Our research project scholars are experienced and instructed; they can compose an amazing research paper for you! At the point when you purchase a research project at our site, you get unique research paper with no unoriginality! Research projects and report we compose are of high scholarly quality and gain the best grades for our clients!Police Performance Term Paper SamplePerhaps the most articulated legend encompassing the Angels and their tasks is that of a metro framework that is wrongdoing rid den, hazardous, and crazy. Pronouncing their own adaptation of the privilege of well known sway in light of a legitimate concern for selfpreservation, the Guardian Angels, as for all intents and purposes each dynamic resident activity association before them, have sorted out to make a move to ensure themselves as well as other people. Be that as it may, this wrongdoing issue, which gives the association its authenticity, doesn't seem to exist. While their faultfinders have rushed to assault the Angels for misrepresenting wrongdoing issues for their own advantage, unmistakably the obligation regarding this fantasy ought to be all the more comprehensively shared. The Angels, yet the media and a considerable lot of New York's open authorities ought to be incorporated too. The consequence of this fantasy is significant not exclusively to the travel police and the wellbeing of the New York City travel framework, however to the Guardian Angels as they endeavor to keep up their development and authoritative advancement. A second, related issue includes the picture of dreadful New Yorkers baffled by poor police inclusion and execution, ready to grasp practically any other option. In spite of the fact that the aftereffects of this examination do show that about one-portion of all travelers talked with rate the activity the travel police are doing at securing riders as either not very great or not great by any stretch of the imagination, the most normally referenced basis in this assessment was not peril but rather anticipated outcome. Those respondents who figured the police would recuperate property taken from them were bound to rate police execution all the more well. The individuals who thought things taken would not be recuperated saw the police in an increasingly negative light. Concerning the accessibility of police on the trams, more than 86 percent of travelers revealed that when riding on the framework they normally, or possibly in some cases, saw officials on the lookout. From these outcomes, it is surely hard to prove the presence of a boundless confidence in the breakdown of either law or request on the trams. In spite of the absence of significant disappointments with the police, the dominant part of travelers met announced that they endorsed of the Guardian Angels. A large number of these riders' endorsement was not without reservations, in any case. These travelers frequently educated that they endorsed regarding the idea of residents helping one another and, while they thought minimal about the Angels'methods, they were accepting that the association merited their help. While this is plainly a positive finding for the Angels, it's anything but an inadequate underwriting for them or comparable resident activity gatherings. To the degree that these associations go astray from this general idea of resident assistance, all things considered, their degrees of open help will decrease.

Promotional Booklet About (Morpeth) Area On Australia Article

Promotional Booklet About (Morpeth) Area On Australia Article Promotional Booklet About (Morpeth) Area On Australia â€" Article Example > Round and about Morpeth LocationIn the heart of Maitland is a historical village called Morpeth. It was established in the early 1820s along Hunters River. The population is slightly above 1000 people of boundless charm and an unforgettable hospitality (Australian Bureau of Statistics 2007). Morpeth has unique art and distinctive crafts all in a settlement that is steeped in a deep history of the colonial era. This town hosts numerous cafes restaurants curio shops which are very popular with visitors to the area. The town has a post office, pharmacy and news agency. A local museum, the Morpeth courthouse, offers a perspective of the historical heritage of the town. Morpeth is now an exceptional area of natural beauty which promises a great experience to everyone as it has activities for all irrespective of age. For those who enjoy the pleasure of a walk in the country scenario, Morpeth is the place to be as the landscape is attractive with well shaded paths and high levels of secu rity and the opportunity of unique dining and shopping. A walking in Morpeth will tingle your senses as they get stimulated by the bouquet of coffee and the posy of fresh genteel breeze. With cafes and teashops located in the gardens, Morpeth reaches to your senses in more ways than one. There are eateries with menus that feature local dishes fresh from gardens or paddocks. The dishes are homemade and served in a distinctive style in an ambience of warmth and friendliness. History The river port town of Morpeth is known historically as an area of European settlement for as early as 1800. It was originally known by its native aboriginal name Illalung and formed part of the land that was granted to Lieutenant Edward Charles by the Brisbane governor in 1821 (Arthur Fox-Davies 1915). The public wharf for Morpeth was developed under the instructions of the colonial secretary in the 1833 and was named Queens Wharf, it was to be a place of high popularity. This was attributed to its hig h appeal caused by the desirability of the location on Hunters River and the immense potential that the area has for tourism. With investment in this respect Morpeth was quickly transformed from a bushy area to a high class frontier town. Morpeth instigated the underpinning resource for the development of the Hunter Valley region in terms of industrial development. Morpeth is no longer known as an industrial hub and is now tourist attraction that thrives with visitors who come to explore the township. One of the landmarks is the clock tower that dates back to the 17th century, a grand town hall, and the Georgian home of Lord Collingwood (Arthur Fox-Davies 1915). The clock tower was constructed using medieval stones which give it a more ancient look even without considering the passage of time. The chanty is now used as a tourist information center and also houses the bagpipe museum. This rich cultural heritage is celebrated annually in the Northumbrian gathering. The layout of th e city is still as it was back in the beginning, the Bridge Street and New Gate Street with Burgage plots deviating from them at near equal intervals. The town is situated directly on what was previously the Great North Road which was a route for coaches plying London to Edinburgh. Several inns are still operational along the route such as the Waterford lodge. The Mafeking Park at the junction of Station Bank and Great North Road is the smallest park in Britain. Historically it was an area of intersection of three roads which are now improved and have upgraded its status to a roundabout (Land and Property Management Authority 2009).

Immigration Facts and Resources

Slavery in Uncle Toms Cabin Essay - 478 Words

Slavery in Uncle Toms Cabin Stowe presents slavery in the only way she knows how, by using the facts. Several sources of other works in American literature contrast on to how Stowe presents slavery in her novel Uncle Toms Cabin. The elements of slavery are driven through the reflections of theme, characterization, and setting to show that the way slavery is presented is not contradicting. Through the character of Mrs. Shelby, Stowe seems to use her opposition against slavery the most. Mrs. Shelbys character realizes that slavery is unfair, unjust, and most of all unchristian. This theme of opposition of slavery can be compared to that of Henry David Thoreau, a transcendentalist in early American history. Thoreau was the†¦show more content†¦Thoreau tried to fight slavery in different ways than Mrs. Shelby, but they both had the same intent, to treat everyone equal regardless of their skin color. Thoreau went to the source of the problem, the government. This is where Thoreau was able to try an d get through to a higher authority. He did this by gathering protests in Massachusetts where a slave was being held for fleeing from the south for a chance at freedom. Where as Mrs. Shelby posses the same ideas as Thoreau, but she helps slaves in other ways. Mrs. Shelby does in fact go against the government though, at this point in Uncle Toms Cabin she helps slaves try to escape to Canada where they will be free of their slave owners. One example of this is when Mrs. Shelby distracts the slave traders to allow more time for Eliza to escape further away (Heath Anthology P. 2316). It was at this point that Mrs. Shelby, in contrast to Eliza, never has had the courage to denounce slavery. This was realistic because it was an example of the Underground Railroad, which was a secret network of people who helped runaway slaves find safety in the north to Canada. In addition to the Connection of slavery in this novel, it reflects that of Frederick Douglas characterization with Tom f rom Uncle Toms Cabin. Frederick Douglas was an American slave who escaped the south. Douglas wrote a folk song called Steal Away To Jesus which told a story of slaves escaping to the north away from slaveryShow MoreRelatedEssay about Cruelty of Slavery Exposed in Uncle Tom’s Cabin677 Words   |  3 PagesUncle Tom’s Cabin by Harriet Beecher Stowe is a unique historical fiction novel which portrays life during the American Civil War. In this story, Harriet Beecher Stowe tells the tale of Uncle Tom, along with several other slaves, and their journey through the wretchedness of slavery. She combines ethics, redemption, religion, and prejudice and presents her readers with an immensely powerful book that gives off an awe-inspiring impact. Throughout the novel, Harriet Beecher Stowe touches the reader’sRead MoreSlavery Victims Pain in Uncle Toms Cabin and The Marrow of Tradition2488 Words   |  10 Pagespoignant picture of the problems and social changes America faced both during slavery as well as after its abolition. This is evident in Harriet Beecher Stowes Uncle Toms Cabin and Charles Chesnutts The Marrow of Tradition where the wounding of both the physical body and emotional soul features strongly throughout both texts. Published in 1853 after the passing of the Fugitive Slave Law, Uncle Toms Cabin tells of the circumstances of various slaves as they encounter different ownersRead MoreNo Good Slavery Harriet Stowe’s Novel, Uncle Toms Cabin 1946 Words   |  8 Pagesand difficulties. Harriet Beecher Stowe was an American abolitionist who wrote the famous fictional novel, â€Å"Uncle Tom’s Cabin.† Her views as an abolitionist, and the state of the South during her time were substantial factors in her creation of art. Uncle Tom’s Cabin was influenced by the current state of the South along with the abolitionist movement, and it exposed the horrors of slavery to the North, instilling sympathy and inspiration in whoever read the book. The creative process is affectedRead MoreThe Horrors of Slavery in Uncle Tom’s Cabin by Harriet Beecher Stowe1240 Words   |  5 PagesIntroduction: Harriet Beecher Stowe’s book Uncle Tom’s Cabin was an amazing read that was truly inspiring. It was evident to me and clearly evident to others as well, that the book was written for a specific purpose. This purpose was to inform the American public of the horrors of slavery. The novel was set in the early 19th century. During this time period, slaves took up approximately 13% of the American population and for the most part worked on large plantations. Since very few people wereRead More Slavery as an Attack on Domestic Life in Uncle Toms Cabin by Harriet Beecher Stowe3056 Words   |  13 PagesSlavery as an Attack on Domestic Life in Uncle Toms Cabin      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Compromise of 1850 included The Fugitive Slave Law, a law forcing non-slave owners in the free Northern states to return escaped slaves to their Southern masters and participate in a system they did not believe in. Jehlen notes the reaction to this cruel governmental act by stating that [t]he nations growing guilt and apprehension is tangible in the overwhelming response to Uncle Toms Cabin (386). It seems hard toRead MoreHarriet Beecher Stowes Uncle Toms Cabin Essay1314 Words   |  6 Pagescourage. But it also has the power to advance agendas filled with hate. One of the greater uses of fiction’s power is Uncle Tom’s Cabin. Uncle Tom’s Cabin in the era leading up to the American Civil War, which made a lasting impact for years to come, and hit many different characteristics of nineteenth century American beliefs. Harriet Beecher Stowe released her novel Uncle Tom’s Cabin in 1852 and it was immediately controversial. When the book reached southern readers, they were irate. Stowe’s novelRead MoreHarriet Beecher Stowe s Uncle Tom s Cabin875 Words   |  4 Pagesby the victors, we need to remember there would be no victors without the struggle and turmoil of those that lost. This is what Harriet Beecher Stowe’s compelling novel Uncle Tom’s Cabin has taught us in regards to the war on slavery. In the midst of the 1800’s, Harriet Beecher Stowe wrote her best-selling novel Uncle Tom’s Cabin, to address the various issues regarding race during this century. Throughout her novel, readers learn the lives of slaves, slave masters, and their families, which leadsRead MoreAnalysis Of The Novel Uncle Tom s Cabin 1345 Words   |  6 Pagesnotably, Huckleberry Finn.† (Annette Gordon-Reed). I believe that Stowe’s novel was taken seriously as a womanâ⠂¬â„¢s novel. Uncle Tom’s Cabin was very influential in that time period, and still is today. The novel is commonly noted as a big influence that began the Civil War, and people still refer to it today. Uncle Tom’s Cabin is used very commonly today as a reference to slavery and the time period, and in many literature courses throughout high school and college. It is also stated in this critiqueRead MoreSource Evaluation of Uncle Toms Cabin, by Harriet Beecher Stowe1263 Words   |  6 Pagessurrounding the novel? Whatever the criterion for a good novel is Uncle Tom’s Cabin by Harriet Beecher Stowe may well be one of the critical controversial novel of its time. Regarding Uncle Tom’s Cabin, I collected sources about the critical controversy about the novel. In my findings, there is Norton Critical Edition, A Routledge Literary Sourcebook on the novel, Uncle Tom’s Cabin by Harriet B. Stowe, lastly â€Å"The Little Cabin of Uncle Tom† by Egbert Oliver. I classified each source from best to worseRead MoreAnalysis Of The Book Uncle Tom s Cabin 1058 Words   |  5 Pageshomosexuality, cultural insensitivity, sexual content, political viewpoint, religion, or other controversial topics. Uncle Tom’s Cabin gives the reader an insight into the lives of a group of fictitious slaves as they tend to their ‘masters’ and attempt to escape slavery. Uncle Tom’s Cabin was written in a time of great tension and was banned because of the controversy of the topic of slavery, but despite its just disputable nature, abolitionists like Harriet Beecher Stowe made the bold decision to challenge

Being a Blonde Haired Girl Free Essays

Throughout my life many times I have heard the common snickering of†¦. â€Å"What do you call a blonde with half a brain? †Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Gifted! †, or â€Å"What do a blonde and a coke bottle have in common? †Ã¢â‚¬ ¦Ã¢â‚¬ ¦ â€Å"They are both empty from the neck up! † Although, yes, many times people find themselves cracking up at these dumb ‘harmless’ jokes, they are unconsciously supporting the stereotype that blondes are stupid. We will write a custom essay sample on Being a Blonde Haired Girl or any similar topic only for you Order Now Even though these jokes are meant to be inoffensive; to some they remain stereotypical and inevitably discriminative. It is common in our society, no matter what the situation is, for a person to involuntarily judge another primarily based on their outward appearance before they obtain any knowledge of what kind of person they are. Universally, Blonde women are denounced as dumb, before they have even released a breath, or even spoken a word to give an acquaintance a mere hint of their intelligence level. Despite the fact that many blondes ‘hate’ to be perceived as dumb, our society is making it incredibly hard to avoid with the use of celebrities, actresses, movies, and tabloids.Being a blonde woman has put me in a group whether I like it or not. Being blonde has negative and positive effects on a person with this hair color. First of all, let’s take a little look at where this whole â€Å"dumb blonde† idea comes from. One theory is that the ancient. Greeks and Romans so admired their flaxen-haired neighbors to the north, they would bleach their hair to make it blonde. Seeing as they didn’t exactly have the health standards we have today, a considerable amount of bleach repeatedly placed on the scalp and being inhaled could have some effect on one’s mental status.Another theory is that in the Middle Ages, while the lords and ladies pranced around and shaded their delicate features, common people worked outdoors in the fields and became tanned and their hair grew lighter. As the lower classes didn’t usually have a formal education, tan skin and blonde hair became associated with unintelligent, lower class people. Then there is the ever famous book by Anita Loos and the movie based upon it, Gentlemen Prefer Blondes, starring Marilyn Monroe. Released in 1953, this story about two showgirls-a clueless blonde and a sassy brunette.While perhaps highlighting the â€Å"fun† side of blondes (in fact, brunette women held a demonstration protesting the movie, showing that brunettes could be just as much fun), this certainly did nothing to showcase their intelligence. â€Å"In a study conducted by a psychology professor at the University of Coventry in Britain, 120 men and women assessed photographs of a 21-year-old woman wearing a brown, red, natural blonde or platinum wig. The platinum blonde was rated less intelligent by the participants, particularly by the men. (McGinn) Blonde hair in women has been considered attractive and desirable and secondly, the belief that a blonde woman makes little use of her intelligence and relied more on her looks. This stereotype is a combination of historical stereotype, bad press, and human nature. Starting with history, blonde hair is a recessive trait, and therefore somewhat rarer than brown or black hair. Traditionally, this has made it more attractive and desirable. Hence blonde haired woman are perceived to be more beautiful than dark haired women. This can be deemed as a positive stereotyping. However, there is a negative stereotype as well. The dumb blonde is a popular-culture derogatory stereotype, intended to portray the blondes as very beautiful but dumb. Dumb blonde stereotyping entered the American culture in 1900s. Blondes are stereotyped as â€Å"beauties without brains†. This image of the blonde has been exploited in culture, literature, advertising and movies. These, in combination with other forms of media have given the ever-lasting perception of blonde-stereotypes. The blonde-haired women have been portrayed as dumb-blondes. For example, Gentlemen Prefer Blondes, a novel, a Broadway musical and a film, exploited the idea of blonde’s charm. Many blond actresses have played stereotypical â€Å"dumb blondes† in movies and sitcoms and this has further caused the people to stereotype blondes. â€Å"As a naturally blonde woman I find that I? m defending myself on a daily basis, having to assure people that I? m not an idiot and remonstrate my own common sense against their assumptions of my stupidity.People either assume that anyone with blonde hair must unquestionably be a ‘bimbo’ or if not, feel that they have the right to make jokes to the same effect at your expense. I agree completely that the many young, attractive women who dye their hair blonde and morph into tanned, plastically enhanced Barbie dolls to compensate for their lack of intellectualism, while not making them any less deserving of defense, does give wome n who just happen to be born with blonde hair a bad press. † (Littlemore) Blonde jokes are set to be banned in Hungary after a group of women staged an angry demonstration outside parliament. The protesters handed in a petition claiming they were being discriminated against in every walk of life by bad taste blonde jokes. Their spokesperson Zsuzsa Kovacs said: ‘Blondes face discrimination in the job market, in the workplace and even on the streets. ’† (Unknown) â€Å"Blonde-haired women earn seven percent more than women with other hair colors researchers claim, suggesting looks are worth more than intelligence if stereotypes are correct.The Telegraph reports that the study found that not only do blonde women earn more than darker haired counterparts in the workplace, that they also marry wealthier men, who earn an average of six per cent more than the husbands of other women. The study in the journal, Economics Letters reported that having blonde hair boosts pay by $3,000 a year for a woman earning the average salary. † (Olsen) The power and control attached to this specific hair color can be useful for any individual. Sometimes it can get a pe rson out of a tricky situation. For example, if a blonde does something stupid, she can pass it off as a so-called â€Å"blonde moment. † Instead of making fun, people will think, â€Å"Aww, cute. That was so silly. † Jessica Simpson made her fortune on this type of situation. Or say a blonde wants to really wow others. She could, with a little persistence, play the dumb blonde for a while. The setup may take quite some time, but when the conversation turns to a topic she knows well or has a strong opinion on, she can unleash all the intelligence she’s been hiding. Being blonde has negative and positive effects on a person with this hair color. The dumb blonde stereotype will probably never go away. It hurts sometimes when being referred to as a dumb blonde when in fact that isn’t the case. No matter what the hair color, everyone has a â€Å"dumb blonde† moment every now and then. Also, blondes stick out in a crowd and are noticed more which is nice when it comes to meeting guys or when you’re competing for a job. Also, playing a dumb blonde can even get you what you want without anyone really knowing. Personally, I love that I’m a natural blonde. I currently am trying a new hair color but am finding that it still doesn’t compare to being blonde.Work Cited Littlemore, Vikki. â€Å"The Wrong Blonde Joke. † American Chronicle. Ultio, LLC. , 05 Jun 2009. Web. 8 Nov 2010. . McGinn, Dave. â€Å"Office blonde jokes no laughing matter. † The Globe and Mail. CTVglobemedia Publishing Inc. , 24 Nov 2009. Web. 8 Nov 2010. . Olsen, David. â€Å"Blonde Women Earn More Despite ‘Dumb’ Stereotype. † Dynamic Business. Dynamic Business, 06 Apr 2010. Web. 8 Nov 2010. . Unknown. â€Å"Blonde Discrimination is no Joke in Hungary. † IOL News. Independent Online, 24 Nov 2004. Web. 8 Nov 2010. . How to cite Being a Blonde Haired Girl, Papers

Quitting Hip Hop free essay sample

Hip-Hop is about a woman named Michael Angela Davis who can no longer reconcile her love of a great rap beat with the derogatory Images of women pervasive in much of todays music and videos. This article address the Intended audience of parents and teens, It will Inform the negative Influence hip hop music videos has on society, and how she gets through the struggles of how she was a part of that Influence. I believe the audience Intended to read this article are listeners of hip hop such s parents and teens because she makes It clear In the article by stating this exact quote, Today Is my day, too.And danger with whats currently going on In hip-hop Is not as simple as a mere generation gap. Increasingly, the male-dominated Industry tends to view women as moneymakers (as In the kind you shake). She also points out she has a young daughter who is exposed to these images that hip-hop is displaying to all viewers. We will write a custom essay sample on Quitting Hip Hop or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a parent, Michael wants to make sure she is aware of hat her daughter is listening to and that all parents should follow by example. The boarder context of the essay is to inform people how hip-hop is sending out the wrong message to the listeners.The producers of the hip-hop music videos show omen wearing skimpy cloths and dancing dirty on the hood of cars. Parents should always beware of what the music videos consist of that are available to be seen by only watching a music video of their favorite hip-hop song. Todays hip-hop music has been sold off to the greedy industry for a few buckets on ice and a stack of Cheese, Michael stated in her article. I think what she means by this that the ice is money and the stack of cheese is pitches and hoes.Her tone comes across as angry and mad but I believe she is Just more disappointed in what influences these videos have and young adults and how much it is impacting society without them even acknowledging it. Im sure she is hurt as Nell because she is giving up her passion for hip-hop to take a stand and be respected the right way. I admire Michaels courage to make a point and be a good role model for her daughter and young sisters out there! The article represents how hip-hop can affect our young society.

Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. 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Bird Watching Tips for Beginners

Bird Watching Tips for Beginners Identifying a bird can be challenging. Birds are active, energetic animals and you need a quick eye to spot as many details as possible in a short span of time. The obstacles are many- the light may be dim, you could have the sun in your eyes, or the bird may dive into a bush. So to stand the best chance of landing a name for a bird, youll want to know what to look for- what matters most and how to spend your precious viewing time. Keep Your Eye on the Bird Photo  © Marc Romanelli / Getty Images. When you spot a bird, dont immediately try to flip through the pages of a field guide to identify it. Every moment of viewing time is precious. Keep your eye fixed on the bird and study it- absorb details of its markings, movements, song, feeding habits, and size. You may want to jot down notes or quickly sketch things that catch your eye. But dont focus too much on your jottings, try to maximize the time you have the bird in view, as this is your time to study it and you dont know how long it will be before the bird dashes off, out of sight. Listen for Calls and Song Listening out for a birds vocalizations is simple but its also easy to forget to do. The odds are, if you dont make a conscious effort to listen, you wont remember the birds song and youll miss out on one of the best bird identification tools there is. The good news is that you can listen to a bird while you look at it- its easy to do both at the same time. Look for bill movements along with the calls you hear, just to ensure youre associating the correct song with the bird youre trying to identify. Estimate General Size and Shape A general picture of the bird, that is its approximate size and shape, will often give you many clues when placing it into the correct family of birds. Therefore, begin with an assessment of the birds overall appearance. What is the approximate size of the bird? Its easiest to estimate size in relation to well know birds. For instance, is the bird youre observing about the size of a sparrow? A robin? A pigeon? A crow? A turkey? Think in terms of silhouettes and try to get an inkling for its general body shape. Does it stand upright and walk with ease, or is it unsteady and awkward on land? Make Note of Facial Markings and Bill Characteristics After determining its general size and shape, then youre ready to start noticing details. Start at the head first. Look for distinctive strips and patches of color including crown stripes, eye lines, nape color, eye arcs or rings. Does it have a black hood on its head? Do its feathers form a crest atop its head? Also note the color and shape of the birds bill. How long is the bill in relation to the birds head? Is it straight or curved, conical or flattened? Look for Wing Bars and Tail Shape Next look for details on the birds body, wings, and tail. Keep an eye out for wing bars, color patches, and markings on the birds body, when it is stationary or in flight. What color is its back and its belly? How long is its tail in relation to the birds body length? How does it hold its tail? Does it have a forked tail or is it square or rounded? Observe Leg Color and Length Now study the birds legs. Does the bird have long legs or short legs? What color are its legs? If you can catch a glimpse of its feet, try and determine if its feet are webbed, or if it has talons. Some birds even have toes that arranged differently than others and if youre fortunate enough to have a close-up view, see how many of its toes point forwards or backwards. Study Movement and Flight Patterns Observe the way the bird walks, how it holds its tail, or how it jumps from branch to branch. If it flies off, watch for a pattern in its flight, does it swoop up and down in gentle arcs with each wingbeat or does it glide gently and steadily? Determine Feeding Habits If you can, try and determine what the bird is eating or how it feeds. Does it cling to a tree t trunk and dig at the bark looking for insects? Or does it forage across your lawn, tilting its head to watch for insects scurrying amongst blades of grass. Does it sway its bill through the water at the edge of a pond? Describe Habitat, Region, and Climate Make note of the habitat in which you have observed the bird. You can do this even after the bird has flown off, so its best to leave this step until last. Did you spot the bird in a wetland or woodland? Are you in an urban setting or a farm field? Each species of bird has a typical region that they inhabit and making note of the region youre in when you observe a bird can narrow the possibilities when you try to identify that bird. Also, birds migrate and species composition in a region changes throughout the seasons, so make note of the time of year (or specific date you observe the bird). Record Your Observations After viewing the bird, jot down your observations for later reference. From markings to behavior, write down anything you noticed, it can all help when you later sit down with a field guide to confirm the birds species. Also, note the location, date, time of day of the siting.

Marketing Management Case Study Example | Topics and Well Written Essays - 3000 words

Marketing Management - Case Study Example Xstrata is an internationally renowned mining company with its headquarters at Zug in Switzerland. It is world's fourth largest producer of copper. Xstrata is a member FTSE 100 Index and listed on both the London Stock Exchange and the SWX Swiss Exchange. Glencore is a 40 percent stakeholder of Xstrata. It started operation in the year 1926 as an infrastructure and electricity projects concern in the land of Latin America. In the beginning of its life span, it diversified into mining and disposed of its non-core business. In the recent past, Xstrata doubled in size after the takeover of Australian copper, zinc and coal miner MIM Holdings. However it lost to the world's biggest mining company, BHP Billiton in a bid for another Australian miner, WMC Resources. In the year 2005, Xstrata acquired 19.9 percent stake in a diversified Canadian mining company producing copper, nickel, aluminum and zinc called Falconbridge Limited. Later in 2006 it purchased the remaining 80 percent of Falcon bridge. The last year Xstrata Coal, based in Sydney successfully acquired Anvil Hill Coal Mine from Centennial Coal Company. At present Xstrata caters to seven major international markets viz., copper, coking, coal, thermal coal, ferrochrome, cooking coal, thermal coal, nickel, vanadium and zinc. It has also ventured into the platinum group metals business and other more popular metals like gold, silver, cobalt and lead. (Xstrata plc, 2008 A) Xstrata s3. Product/company audit: 3.1. Mission Statement, values and beliefs Xstrata strives to grow and further diversify its portfolio of metals and mining businesses. Xstrata values its each and every stakeholder be it shareholders and employees or customers and vendors. It aims at delivering industry-leading returns to its shareholders, better work environment and incentives to its employees, superior product and efficient service to its customers and genuine partnership with vendors and other stakeholders. For a long-term viability it is extremely crucial for organisations to encourage integrity, co-operation and transparency in work. Business ethics both on a macro and micro level is important to restore the health of the organisation and its employees. Value creation takes place only when all the individuals of an organisation work together towards a common goal. As a corporate mission Xstrata endeavor to grow and create value over the long term by operating in an ethical and transparent way. Among the many strategic objectives, the most important and crucial ones for Xstrata can be identified as: Managing a striking portfolio of assets. Keeping an unwavering focus on growth of the organisation by timely identification of opportunities for value creation. Like any other company, finance plays a very important role in Strata's future growth and expansion plans. Thus as a strategic step they maintain and enhance their financial strength and discipline with

What Defines Success in Social Commerce Essay Example | Topics and Well Written Essays - 1750 words

What Defines Success in Social Commerce - Essay Example This has propagated the emergence of a global economy, e-commerce, and e-business in the formulation of the modern business strategies thus promoting economic development. Ideally, the invention of internet and networking services generated integration of information and communications technology in the global market thus fostering business relationships between countries, organizations, and even individuals (Pearson Education, Inc., 2010). Indeed, since the electronic technologies are in the verge of continued advancement, we can confidently anticipate that their use in the supply chain will lead to increased e-business and globalization. However, is unfortunate that many small and medium businesses are yet to understand the significance of e-commerce and equally make no effort to engage in it (Manzoor, 2010). Actually, there is continued misunderstanding on the difference between e-business with e-commerce despite the fact that e-commerce has been in application for over 40 years s ince the invention of the electronic transmission of messages. Most assuredly, the advancements in internet and web-based technologies establish the clear distinction between traditional markets and modern markets, which host e-commerce. Factually, e-commerce incorporates the two-way communication between the consumer and the suppliers as well as supporting the business relations between corporations. Indeed, e-commerce involves all aspects of trade including marketing, ordering, and supply (Manzoor, 2010). More so, it also supports both physical and intangible trading as well enabling the payments for goods offered. In addition, e-commerce supports electronic provision of services such as after sales support or on-line legal advice. E-commerce uses the internet and social networking technologies to do business and is thus available everywhere and every time within an internet hub. Notably, e-commerce significantly increases the global market base as customers can access products fr om different locations in the world (Oracle, 2012). Furthermore, e-commerce promotes personalization in the market by enabling businesspersons to pass their messages to the target markets and target individuals in the context of purchasing and rendering payment. It is also flexible in that it allows customers to change the product or service in line with their tastes, preferences, and purchasing power. Most significantly, is the fact that e-commerce is universal in that its standards apply equally across all nations in the world. Nevertheless, there have always been challenges in defining e-commerce. However, the most acceptable definition of e-commerce refers to a wide range of online business activities for products and services across the world. Ideally, e-commerce equally refers to any electronically interaction for purposes of business (Goel, 2007). It is specifically business in the internet though a computer-mediated network and incorporates no physical interaction. Moreover, it entails the sharing of business information, using networks to conduct business, and maintaining business interactions. Notable, there is a misconception between e-commerce and e-business. However, the two are quite different in that e-business do not include commercial transaction or cross boundaries business interactions. Nevertheless, e-business and e-commerce interact where internal business systems connect with suppliers. Most assuredly, e-commerce is increasingly becoming a social commerce. Indeed, social commerce and e-commerce rely on one another. Social commerce uses electronic commerce and relies on interactions

How the Greek Revered Their Gods :: Ancient Greece Greek History

How the Greek revered their gods In ancient times, the Greeks had absolute and undeniable respect for their gods. They demonstrated their admiration by putting in place many rituals and celebrations to reverence the gods that they loved and feared in order to ensure harmony with them. In particular, the focus will be on the religious beliefs of the Greeks, including prayer and sacrifice, as well as on festivals and the arts, such as the ancient Olympic games and theatre. These aspects of their culture made a significant contribution to their quality of life. Moreover, these topics will be examined in relation to the twelve Olympian gods and their associates. The ancient Greeks practiced a religion that was in effect, a building block to many ensuing pagan religions. This religion revolved around their reverence to the gods. Essentially, the Greeks worshipped numerous gods, making their religion polytheistic. They believed that exercising the opportunity to choose between a wide array of gods to worship offered them a great sense of freedom that they treasured. After all, the Greeks were known for their intellectual distinction of which their means of worship played a huge part. Each city-state, or polis, thus had an affiliated god who protected and guided its residents. Within a given polis, the belief in common gods unified the people. Ultimately, the Greeks yearned for this unity and order in the universe, which is a characteristic that is not unlike that of people today. It might seem contradictory that they believed in many gods and sought organization at the same time, for larger numbers are inherently unstable. But, to the god-fear ing Greeks, each god represented a different facet of life that together upheld an organized universe if each of these gods was properly appeased. To satisfy these gods, the Greeks participated in activities such as prayer and sacrifice and erected divine temples and centers for oracles in honor of specific gods. There is evidence of this institutionalization early on in the reign of the Olympian gods, thus forming the Olympian religion. The Olympian religion lacked the presence of true sentimentality, and the gods were not seen as forgiving or "flawless" as the Christian God is often portrayed. The Greek gods were portrayed as humans, which meant that they were not perfect. That is, the gods made mistakes, felt pain (e.g. Aphrodite in love with the mortal Adonis), and succumbed to anger and their tempers (e.

Interpretivists Approach to Suicide

Suicide is a phenomenon understudied in early 1960’s. One of the reasons was due to Durkheim’s ‘‘Le Suicide’’ (1897) had been widely ruled in sociology. Durkheim used a scientific approach to study the causalities of suicide. It was believed that there was little more to study on suicide. However, interpretivists such as Douglas criticised Durkheim’s study as not being reliable due to the fact he used quantitative data. Douglas believed that he failed to take into account society is constructed through people's interactions and all statistics are social construct.Interpretivists seek to find the reasons of suicide by find how society is socially constructed through the social interactions between people in society. Recently, there has been a new interpretive approach which has formed new explanation significantly diverse explanations to Durkheim's positivistic approach. Although interpretivists approaches have produced a more valid meani ng to suicide as some may say, it is still flawed. Douglas classification of suicide was trough social meaning through revenge,self-destruct,sympathetic,guilt etc.He believed that suicide was a way of responding by try to solve a problem. He looked at categorizing suicides according to their social meanings because the causes and responses to suicide vary from society to society. Douglas criticised Durkheim’s study of suicide rates based on it’s methodological grounds. He argued that suicide statistics hardly lacked any form of validity mainly because it could be misinterpreted by the coroner’s verdict.For example, Durkheim suggested that suicide rates were low in Catholic countries due to high social integration. Douglass criticised this he would say that as for Catholics suicide is a mortal sin families would put pressure on coroners to reach an alternative verdict and the suicide figures were low due to inaccuracies. Douglas sees suicide statistics as the res ult of negotiations between the different parties involved which can lead to distorted statistics.He thus says that Durkheim’s study of suicide isn’t useful in society because the statistics were based on coroner’s interpretations (therefore suicides are socially constructed) and so his study wasn’t reliable. He suggests it is more important to look at the meaning of suicide. He also suggested that we need to study them with qualitative methods and use case studies. However he denies that suicide could be explained by external factors. In this case, Douglas theory was considered invalid as he failed to show any kind of evidence to back his research.Atkinson (1978) believed that coroners had a common sense theory of suicide. They categorise suicide based on information from this theory; they consider four types of evidence relevant for reaching a verdict and if the evidence matches the incident then it is considered suicide. Their verdicts are based on sui cide notes, location and circumstances, life history and finally the mode of death. Atkinson also criticises Durkheim’s method of studying suicide, he identified that different cultures imply different interpretations for suicide.For example, he studied four English and Danish coroners and gave them the same case studies . He found that the Danish coroners are much more likely to come to a verdict on suicide based on probability of balance, whereas the English coroners looked for evidence to reach to a conclusion if a suicide was intent. Furthermore, Jean Baechler argued that Durkheim’s study of suicide isn’t useful because suicide can’t be explained wholly in terms of external factors. Not everyone whose business fails, or whose spouse dies, or who is a protestant in an urban area, kill themselves.Thus, to Baechler, suicide must always be at least partially explained through ‘personal factors’ that are particular to an individual and this is n’t possible with the use of official statistics – he thought that it would be more useful to study individual suicide cases and to categorise them – therefore suggesting that Durkheim’s study of suicide isn’t particularly useful in society because it was impossible to find the true meaning behind the suicides using only statistics.On the other hand, however, Steve Taylor criticises both Douglas and Baechler for failing to recognise the value of Durkheim’s work. He criticises Douglas for contradicting himself. At some points Douglas implies that suicide statistics can never be reliable since its always a matter of judgement whether a death is a suicide, but at other times he suggests that causes of suicide can be found; it’s difficult to see how this can be true if its impossible to be certain whether an act is a suicide.Commenting on Baechler, Taylor points out those individual cases often fit a number of categories, depending on the interpretation the researcher makes of the victim’s motives, and there is no reason to believe that these interpretations are any more reliable than suicide statistics. From this he suggested that suicides could be classified into four types such as thantation, submissive, sacrifice and appeal. Taylor approach is useful as it combined both qualitative and quantitative methods making his study both reliable and valid.However, Taylor has received a lot of criticism over the fact he used a lot of secondary data and is unaware of the inaccuracies it contained. It has also been shown that in reality you cannot simply classify suicide into four types. In conclusion, there are many criticisms against Durkheim’s study on suicide which suggest that it is not suitable to study the causalities of suicide and maybe the interpretivists. We should instead examine the interpretive theories of suicide.However, Hindess argues that such writers, whilst criticising the social constructi on of suicide statistics, simply ask us to believe that their interpretations of the â€Å"reality† of suicide are more valid than Durkheim's. He also states that interpretivists have no evidence to support their approach on suicide and simply want us to believe in their interpretations which are no more useful then Durkheim’s study on suicide. Nevertheless, Durkheim’s study was published in the 19th century so maybe it isn’t useful in modern industrial society as the results may not generalise to contemporary society.

Deudas, mal crédito, bancarrota y efectos migratorios

Al iniciar un trà ¡mite migratorio como, por ejemplo, una peticià ³n de familiar o naturalizacià ³n para obtener la ciudadanà ­a americana es comà ºn preguntarse si las deudas pendientes, un mal crà ©dito o la bancarrota  pueden afectar negativamente a la solicitud. La razà ³n de esa preocupacià ³n nace, por una parte, del requisito de tener una situacià ³n situacià ³n econà ³mica saneada para solicitar ciertos beneficios migratorios, como por ejemplo la peticià ³n de cà ³nyuge, hijos, hermanos o padres y, por otro, porque cierto tipo de deudas impide que salgan adelante peticiones migratorias.   Por su importancia, en este artà ­culo se explica en quà © casos y  cà ³mo esas situaciones pueden afectar a los casos migratorios, destacando en primer lugar cuando son irrelevantes y, en segundo lugar, cuando sà ­ se tienen en cuenta a la hora de decidir si se aprueba o no una peticià ³n migratoria. Ademà ¡s, se seà ±alan quà © beneficios recibidos del gobierno se consideran carga pà ºblica y, por lo tanto, afectan negativamente y, por otro lado, cuà ¡les se pueden recibir sin problemas porque no tienen consecuencias migratorias. Casos en los que las deudas y mal crà ©dito no tienen consecuencias migratorias Si se tiene una deuda por no pagar, por ejemplo, a la compaà ±Ãƒ ­a de telà ©fono, una deuda privada, la factura de un mà ©dico, etc, no tiene generalmente efectos ni consulares ni migratorios negativas. Es decir, no afecta a lo que se resuelve con respecto a la peticià ³n. Y ello es asà ­ porque se considera que son asuntos civiles. Lo mismo sucede con el mal crà ©dito. En el caso de peticiones para un familiar de la tarjeta de residencia permanente, tambià ©n conocida como  green card,  lo que importa es que el solicitante tenga ingresos y/o patrimonio  suficientes y demostrables para cubrir las obligaciones del affidavit of support, tambià ©n conocido como declaracià ³n de sostenimiento. Si tiene mal crà ©dito o deuda pendiente, es irrelevante. Casos en los que las malas finanzas sà ­ tienen efectos migratorios Cuando la deuda se convierte en un asunto penal, como por ejemplo, en una estafa u otros semejantes entonces sà ­ que tiene efectos migratorios y puede ser causa para que nieguen visas, peticiones de residencia permanente o de ciudadanà ­a por naturalizacià ³n. Tambià ©n puede ser una causa para que se impida en el control de paso migratorio  el ingreso a Estados Unidos de un extranjero. Si la deuda es con la Hacienda de Estados Unidos (IRS), tambià ©n es un problema que hay que resolver antes de iniciar los trà ¡mites con inmigracià ³n o los consulados. Si la deuda es mà ©dica y el importe de la factura lo pagà ³ Medicaid, tambià ©n puede ser muy problemà ¡tico si se considera que fue un caso de carga pà ºblica. Por ejemplo, si una mujer extranjera tiene a un bebà © en Estados Unidos y no paga por el parto y luego se regresa a su paà ­s, tanto esa mamà ¡ como el papà ¡ el bebà © pueden perder la visa de turista. Con el agravante de que no hay forma de salirse de este problema en concreto. Si se trata de una deuda por no pagar pensià ³n alimenticia (child support), segà ºn las circunstancias del caso puede tener como consecuencia que no se pueden obtener visas americanas, ni la residencia permanente y la ciudadanà ­a por naturalizacià ³n. Y, en casos extremos, puede dar lugar incluso a la deportacià ³n. Incluso, dependiendo del monto de la deuda, los ciudadanos americanos pueden encontrase con que no pueden sacar el pasaporte y, por lo tanto, no pueden viajar internacionalmente. Destacar que el child support puede ser solicitado no sà ³lo para nià ±os que viven en Estados Unidos sino tambià ©n en el caso de residir en otros paà ­ses cuando tienen a al menos el padre o la madre viviendo en Estados Unidos. En estos casos, tener en cuenta que  la Embajada americana en el paà ­s de residencia del menor no puede ayudar en estos casos. La razà ³n es que este es un tema de los estados,  no del gobierno federal. Algunos paà ­ses, como  Mà ©xico, tienen firmados acuerdos de reclamo de pensià ³n alimenticia con varios estados.  En los casos en los que no hay tales acuerdos y se desea exigir el pago de dicha pensià ³n, contactar con la agencia de  child support  del estado en el que vive el papà ¡ o la mamà ¡. O contratar a un  abogado en dicho estado. Ademà ¡s, tener en cuenta que el tener un papà ¡ que es estadounidense  no da automà ¡ticamente derecho a adquirir la ciudadanà ­a americana  cuando se nace fuera de los Estados Unidos. Ademà ¡s  que en el caso de reclamar pensiones de alimentos en el caso de nià ±os nacidos fuera de matrimonio primero es necesario  establecer legalmente la filiacià ³n. Quà © beneficios son considerados como una carga pà ºblica Uno de los requisitos legales para ser admisible a los Estados Unidos es no ser considerado una carga pà ºblica. Y es que por esta causa se pueden negar un amplio abanico de peticiones o solicitudes migratorias como, por ejemplo, una  visa no inmigrante o una visa inmigrante o el ajuste de Estatus o para adquirir la ciudadanà ­a por naturalizacià ³n. Se considera que es una carga pà ºblica haber recibido del gobierno beneficios monetarios como, por ejemplo, el Suplemento de Ingresos de Seguridad (SSI, por sus siglas en inglà ©s), o Asistencia Temporal a Familias en Necesidad  (TANF, por sus siglas en inglà ©s). Destacar que estos beneficios pueden recibir otros nombres dependiendo del estado. Por ejemplo,   en California al programa TANF se le conoce como CalWorks. Finalmente, tener en cuenta que la regla general sobre los efectos migratorios de recibir beneficios considerados como carga pà ºblica tiene importantes excepciones. Por ejemplo, asilados y refugiados pueden recibir TANF y SSI sin problemas. Quà © beneficios no se consideran carga pà ºblica Se puede recibir del gobierno sin problemas WIC para infantes y embarazadas, cupones o estampillas de alimentos, que en California reciben el nombre de Calfresh. Asimismo, se puede aceptar ayuda a la vivienda o para guarderà ­as, Headstar o Medicaid para menores. En otras palabras, recibir este tipo de  beneficios no perjudica a peticiones o solicitudes migratorias que se realicen despuà ©s. Quà © hacer si se tiene una deuda con posibles consecuencias migratorias Si se tienen dudas sobre si una deuda puede afectar negativamente a una peticià ³n migratoria, antes de presentarla es recomendable contactar con un abogado de buena reputacià ³n o con una organizacià ³n de apoyo legal a migrantes para determinar si realmente tiene impacto migratorio y, en caso afirmativo, decidir quà © pasos tomar.   Generalmente en estos casos, lo mà ¡s recomendable es contactar con la agencia encargada del cobro de la deuda (collection agency  en inglà ©s) e intentar llegar a un acuerdo sobre la cantidad a pagar y los plazos para hacerlo. Este es un artà ­culo informativo. No es asesorà ­a legal.