Women and Financial Responsibilities free essay sample

A look at the changing financial responsibilities of women in this day and age. The paper explores how the financial responsibilities of women have changed over the years. It looks at the factors responsible for these changes, namely the high incidence of divorce, current no fault divorce, and inadequate child support laws. It also looks at prudent educational and career choices for women of today. Todays young women must be prepared to take on the traditionally male financial responsibilities of raising a family. The high incidence of divorce, current no fault divorce, and inadequate child support laws have resulted in an increasing number of young women assuming the position of sole breadwinner for their children. Prudent educational and career choices can help young women prepare for the very real possibility that they will assume sole financial support for their children.

What can we do for Glen Canyon essays

What can we do for Glen Canyon essays Former President Nixon stated during the Vietnam War, Dont ask what your country can do for you. Ask what you can do for your country? Much controversy has been spurred over recent years over a decision made in 1963, specifically the construction of Glen Canyon Dam. Many agree that Glen Canyon Reservoir (a.k.a. Lake Powell) is an amazing place to visit. Families often flock religiously to Lake Powell each summer to uplift their spirits. However others, particularly speaking of environmentalists, agree that disturbing the once free flow of the Colorado River by constructing a dam was a grave error to begin with. The creative environmentalist writer Edward Abbey propelled a strong debate supporting the draining of Lake Powell with his essay The Damnation of a Canyon. Following the lines of President Nixon, we should ...ask what you can do for Glen Canyon. To better understand the reasons for building Glen Canyon Dam, one must be aware of the original intent for its creation. During the mid 20th century dams were invented as a new, cleaner, and efficient way of producing hydroelectricity. With the construction of one of the modern great wonders of the world, Lake Meads Hoover Dam, other river locations around the nation were being examined for more potential dams. Glen Canyon was decided to be a desirable location for a successful dam to be built following after the Hoover Dam. In 1963, Glen Canyon Dam was completed. However today, Lake friendly people present several points for their decision: 1. First and foremost, Glen Canyon Dam generates clean power. Use of hydroelectricity plays a crucial role in the effort to reduce Green House Gas Emissions. Pollutants emitted from burning of fossil fuels contribute to the increases in global warming. ...

Young Emiratis Essay Example | Topics and Well Written Essays - 750 words

Young Emiratis - Essay Example There was an explosion of in immigrants and population increased, with corresponding increasing in number of vehicles accompanied by rapidly expanding road construction projects. The pattern of behavior rapidly changed, with behaviors rooted in traditional cultures mixed with that of western. This led to increased number of road traffic accidents with fatalities and casualties challenging the probability of living (El-Sadig, 2012, p. 67). Currently, road traffic accident is a major problem faced by security agencies in the United Arab Emirates and the public as well. Therefore, road accidents represent the number of deaths and injuries, and the effect of accident on social life. In addition, traffic accident causes material losses in terms of property damaged, which is a cost to the economy. According to traffic statistic released by Ministry of Interior in 2012, 6454 accidents occurred resulting in a 758 injury and 628 people died (International Business Publications, 2012 p. 14). M ajor car accidents occur because of irresponsible behaviors of drivers such as not abiding to speed limit, maintaining a short distance between cars, neglecting the importance of safety belts, and making a call while driving. Young Emiratis is the major contributor and cause of road traffic accident in UAE (Martin, 2010, p. 46). ... Male young Emiratis appears to thrive on the risk and in most cases do not abide by traffic and safety rules as compared to female young Emiratis. Early driving is also pointed as the cause of car accidents. According to the study, young Emiratis claim that they started driving surreptitiously or with permission from their parents before they attain legal age of 18 years, 8years to be precise. This is a major determinant of accidents, which result in great loss to the society and the economy. With regard to reckless driving, many young Emiratis engages in risky driving practices including exceeding the speed limit, overtaking using wrong lane, intruding to force way and tailgate (Hutchinson, 2004 p.100). Safety measures that drivers are encouraged to observe, even though they are not legally binding, are not in style to young Emiratis. Others go to an extend of eating and drinking while driving, do not use indicators to show direction, and do not use hand free set when answering or m aking calls. Expression of superiority consumes young Emiratis while driving. This is a behavioral pattern that scientist call ‘territoriality’. It refers to the attempt by individual to occupy, define and defend what he considers his own territory. While driving, young Emiratis mostly overtakes the car in front if the driver of that car is an expatriate or from another Emirate (Martin, 2010, p. 89). When a road accident occurs, there are tangible and intangible cost incurred. It results in fatality. Young Emiratis drives recklessly which result in road traffic accidents. They over-speed and overtake on a wrong lane and fail to observe basic driving rules, which result in unexpected collisions. This causes death to driver, occupants, and those in the surrounding such as passengers

Tourism and Indigenous Peoples Assignment Example | Topics and Well Written Essays - 1500 words

Tourism and Indigenous Peoples - Assignment Example Looking out over a vast, desolate landscape, the older man responds, â€Å"They can bloody well have it† (Weir, 1981). Aboriginal peoples aren’t just part of this remoteness – for many, they have come to symbolize it. I believe that this impression of the Aborigines is intrinsic to Australia’s cultural self-image, part of a pervasive and dominant national mindset. It has a debilitating effect on efforts to decrease traditional economic disparities and make Aboriginal peoples a productive part of the country’s economic mix. Dislocation is the inevitable product of treating Aboriginal people as novel curiosities, or historic anomalies. Until this perspective changes, I believe an almost carnival image will plague the Aborigines and will likely prove too imposing an impediment to indigenous economic integration. â€Å"The implications of†¦potentially expanding employment disparity is amplified for discrete Indigenous communities because they are remote, and opportunities in what is termed the ‘real’ (or mainstream) economy are extremely circumscribed† As I contemplated this reading, I couldn’t help thinking about a series of television commercials advertising American Indian gambling casinos, which are typically only aired in the early morning hours. To me, this reflects the ingrained cultural disenfranchisement of America’s indigenous peoples, who are surely one of the most notable examples of a culturally and economically disadvantaged native population. Their cultural remoteness has kept them out of America’s economic mainstream as surely as has the Aborigines.’ In America, â€Å"fringe† business opportunities, or tourist businesses that exploit stereotypical notions, are often the only means for economic advancement available to native Americans. I believe this is, or will become, the case with Australia’s indigenous peoples, who

Business law Essay Example | Topics and Well Written Essays - 250 words - 6

Business law - Essay Example gal act and quiet unethical as it manipulates the inventory so as to attract potential investors by adding the credit worthiness as well as increasing chances of being advanced a facility by a financial institution. It could also imply that increased inventory statements will equally reduce the cost of goods thus reduce the expense and subsequent reflection in high gross profit. Furthermore, overstatement of inventory statements leads to business overpaying tax since it increases the pre-tax net income. Basing on this, ABC Investments can therefore seek legal action for damages which can make them recover whatever they have lost which in this case amounts to $500,000 and any other damages. However, Zulu Computer Corporation can argue it as an innocent misrepresentation that leads to a rescission remedy which means that they assume the original status as though they had not signed the contract and will depend on the court whether the damages will be awarded depending on the nature of innocent misrepresentation and losses suffered. ABC Investments can use copies of the financial statements to file a petition of which individual responsibility or company responsibility will

Management Strategies Of World Heritage Site In Mauritius Tourism Essay

Management Strategies Of World Heritage Site In Mauritius Tourism Essay 2.1 Introduction Growing interest in culture and heritage by tourists has led to such an increase in the number of visits to cultural heritage destinations in the world that cultural tourism has become one of the fastest-growing market segments in tourism. The preservation of cultural heritage through tourism receives more and more recognition and at the same time, collaboration and stakeholder involvement are increasingly used in the tourism development process (Aas, Ladkin and Fletcher, 1999, p. 29). Bramwell and Lane (2000) add that collaboration and partnerships have come of age in the field of tourism. Although it is understood that in order for conservation efforts to be sustainable, there is a need to work closely together with the local communities, site managers and other stakeholders (IMPACT, 2004), practice still shows that heritage management often does not involve any of the local counterparts (Imon, DiStefano Yin, 2006; Taylor, 2006). This chapter offers a literature review of the most important concepts related to the topic of the research upon the management of world heritage site. Firstly, some definitions of the basic terms used, such as cultural and heritage tourism. Then, it examines heritage management in depth, the main elements of the management and the challenges that managers have to face. Finally, the link between the management of built heritage and natural attractions and the key issues of this management is established. Within these issues conservation and protection by different bodies such as UNESCO, Local Community and stakeholders and also an empirical review management of another heritage site, are covered. 2.2 Heritage tourism With growing economy, tourism is one of the biggest phenomena that the world is experiencing today. Heritage tourism is one of the significant commodities and a great marketing tool that has the power to influence all forms of tourism. Heritage tourism helps to understand and appreciate the past of a country. According to the World Heritage Council of 1996, they have put forward this definition for the word heritage, heritage is our legacy from the past, what we live today and what we pass on to the future generations. Swanbrooke( 1994:222) state that tourism is based on heritage, where heritage is the core product that is offered , and heritage is the main motivating factor consumers. A review of approaches to defining heritage tourism shows that this concept is extremely complex. Academic world has not yet found agreement over the issue of understanding the nature of Heritage tourism in a unified and specific way. Some studies have define Heritage tourism as leisure trip with the primary purpose of visiting historic, cultural, natural, recreational and scenic attractions to learn more about the past in an enjoyable way Understanding of heritage can be all encompassing and features many viewpoints, such as visitor experience (Poria et al., 2001, 2003); supply and demand (Apostolopoulos and Gayle, 2002); and the perception of social, natural and cultural history (Christou, 2005). Some authors emphasize the importance of motivations of heritage tourists, who act in accordance with their perceptions of their own heritage (Poria et al., 2001). Heritage tourism is also described in terms of tangible objects and resources (Garrod and Fyall, 2001) and intangible experiences and elements of the culture of a social group or nation (Timothy and Boyd, 2002). 2.3 Cultural Heritage Tourism During the 1990s, cultural tourism was identified as one of the major future growth areas in tourism industry (Zeppel and Hall, 1992). This fast-growing segment of the industry attracts visitors who tend to stay longer, spend more, and travel in the off-season (Calhoun, 2000, p. 92). The growing proportion of cultural tourism within tourism, according to Richards (2001) is due to the fact that more and more tourist attractions are now being defined as cultural. Thus, it is hard to define the concepts of cultural tourism and cultural tourist since they have a broad sense. Cultural Heritage tourism is commonly regarded as tourism with the main purpose of viewing tangible representations such as historic and cultural elements of the built environment (e.g. colonial architecture, monuments, houses of worship) and the physical landscape, but also includes intangible components including myths, folksongs and value systems, for example (Halewood Hannam, 2001: 566; Prentice, 1993: 8; Smith, 1989: 5; Timothy Boyd, 2003: 4). The term of cultural tourism is so broad that it covers concepts such as heritage, arts, creativity, urban, culture, rural culture, indigenous culture and popular culture. Attention will be paid to the heritage aspect of cultural tourism. After investigating cultural tourism, the subject will be narrowed down to concentrate on built heritage. Given the large variety of forms that cultural tourism can have, it is unrealistic to provide only one definition, as broad as it could be. However, Richards (2001, p. 7) suggests that cultural tourism covers not only the consumption of the cultural products of the past, but also of contemporary culture or the way of life of a people or a region. Cultural tourism therefore covers heritage tourism (related to artefacts of the past). Heritage tourism is widely concerned with the representation of the past. . 2.4 World Heritage Site UNESCO adopted the Convention Concerning the Protection of the World Cultural and Natural Heritage in 1972. The purpose of the convention is to ensure the identification, protection, conservation, presentation and transmission to future generations of cultural and natural heritage of outstanding universal value. The outstanding universal value is translated into ten criteria for evaluating sites nominated for inscription on the World Heritage List. The Convention states that the World Heritage Committee (WHC) should coordinate the process of designating the sites through a system known as inscription, which includes an evaluation of the resources by experts against a set of known criteria. The aim of the inscription is to encourage conservation of the resources within designated sites and surrounding buffer zones on a local level and also to foster a sense of collective global responsibility via international 25 cooperation, exchange and support (Leask 2006). As of April 1, 2009, 186 countries are party to the Convention; 878 properties are inscribed on the list 679 of which are cultural, 174 natural and 25 mixed (Engelhardt 2009). Moreover, WHS are the testimony to the natural wealth of the earth and the cultural excellence of human kind. They represent the best and most important examples of our cultural and natural heritage. Hall and Piggin (2002: 402) stated that the bestowing of WHS status on a Heritage attraction is a significant factor on the basis of the inherent qualities of the property. Throughout the world there are natural and man-made heritage sites that are considered to have a very great importance to the humanity. By giving those sites an importance, we are protecting our most valuable heritage. According to the operational guidelines for the implementation of the World heritage convention, WHS can be classified as natural or man-made. 2.4.1 Natural Heritage site Natural Heritage designates outstanding physical, biological and geological features; habitats of threatened plants or animal species and areas of value on scientific or aesthetic grounds or from a conservation perspective.   Types of natural heritage Physical and biological formations or groups of such formations, which are of outstanding universal value from the aesthetic or scientific point of view. Geological and physiographical formations and precisely delineated areas which constitute the habitat of threatened species of animals and plants of outstanding universal value from the point of view of science or conservation. Natural sites or precisely delineated natural areas of outstanding universal value from the point of view of science, conservation or natural beauty. 2.4.2 Cultural Heritage Site   Cultural Heritage designates a monument, group of buildings or site of historical, aesthetic, archaeological, scientific, ethnological or anthropological value. Types of Cultural Heritage: Monuments: architectural works, works of monumental sculpture and painting, elements or structures of an archaeological nature, inscriptions, cave dwellings and combinations of features, which are of outstanding universal value from the point of view of history, art or science; Groups of buildings: groups of separate or connected buildings which, because of their architecture, their homogeneity or their place in the landscape, are of outstanding universal value from the point of view of history, art or science; Sites: works of man or the combined works of nature and man, and areas including archaeological sites which are of outstanding universal value from the historical, aesthetic, ethnological or anthropological point of view. 2.5 Impact of tourism on WHS There has been an increasing interest in the impact of tourism on World Heritage Sites (WHSs) over the past 20 years. This is motivated in part by the commonly held view that World Heritage Listing increases visitor numbers. While the reality of this view is still subject to debate (Buckley, 2005), an expectation of substantial growth in tourist interest has been noted as a driving factor in recentWorld Heritage nominations (Jones Munday, 2001; Rodwell, 2002).Impact is a change (whether environmental, economic or social change) in a given state over time as the result of external stimulus (Hall and Lew 2009). Tourism impacts, according to Ritchie and Goeldner (1994) and Mason (2003), include economic, social, and environmental impacts. In tourism, the impact of tourism is experienced in all elements of tourism system. Tourism system refers to various sectors involved in facilitating travel to and from a destination, and the inter-relationships between these sectors (Hall 2008). Ther e are several approaches to analyzing tourism system. Tourism system from a geographical point of view includes four elements, i.e. generating region (the source region of the tourists); transit region or route (the region the tourist must travel through to reach their destination); destination region (the region that the tourist chooses to visit and where the most obvious impact of tourism occur); and the environment (encompassing the overall travel flows and with which the tourist interacts) (Hall 2008). There are two more approaches to tourism systems, one focuses on the supply and demand dimension of tourism, whereas the other one emphasizes the systems functioning for particular stakeholder groups (ibid.). This particular study focuses on tourism impact occurring in the destination region. According to Frechtling (1994), studying the economic impact of tourism means analyzing travels activity impact on resident wealth or income in a defined area. Stynes (1997), on the other hand, said that economic impact analysis of tourism traces the flows of spending associated with tourism activity in a region to identify changes in sales, tax, revenues, income and jobs due to tourism activity. Frechtling (1994) acknowledged that many studies of tourisms economic impact emphasize on travel spending, similar to Stynes view above. However, Frechtling stresses that travel expenditure studies tend to obscure the impact on residents income and wealth because tourists spending sometimes has little to do with resident earnings and employment. Therefore, travel expenditures are best viewed as merely the initial monetary activity that stimulates the production process and initiates economic impact (ibid.) 2.6 The Management strategies of WHS The management of WHSs was first addressed as a specific field of interest in 1993 by Fielden and Jokilehto in the Management Guidelines for World Cultural Heritage Sites. Reference is made in the Management Guidelines to giving heritage a function in the life of the community, discussing objectives with local authorities and tourism boards and the need for a comprehensive tourism development strategy for individual sites (Fielden Jokilehto, 1998). However, given that the primary aim of the World Heritage Convention is to ensure . . . the identification, protection, conservation, presentation and transmission to future generations of cultural and natural heritage (UNESCO, 1972, Article 4), it is not surprising that the emphasis of the Management Guidelines at that time was on the conservation of tangible heritage rather than the management of intangible heritage and visitor activity (Rodwell, 2002; Wilson Boyle, 2006). Moreover, according to the Article 5 of World heritage convention which states that to adopt a general policy which aims to give the cultural and natural heritage a function in the life of the community and to integrate the protection of that heritage into comprehensive planning programmes This approach changed in 1997 when a standardised format for the nomination of sites for inscription on the World Heritage List was adopted. A management plan became a pre-requisite for all new nominations and sites inscribed before then were required to submit plans by 2005. Since 1997, the requirements for a formal planning approach and stakeholder participation have been further developed in the Operational Guidelines for the Implementation of the World Heritage Convention (UNESCO, 2005). The Operational Guidelines suggesting an effective system of management should include a continuous cycle of planning, implementing, monitoring, evaluating and feedback, together with the active involvement of stakeholders in the planning process (UNESCO, 2005, Article 111). The expectation of a holistic and integrated approach to achieving . . . an appropriate and equitable balance between conservation, sustainability and development, and ensuring . . . the active involvement of [. . .] Local communities is further accentuated in the Budapest Declaration on World Heritage (World Heritage Committee, 2002). However,in keeping with the preceding discussion, little guidance or advice is provided on how to achieve this in practice (Wilson Boyle, 2006). 2.6.1 Preservation and Conservation The object of conservation is to prolong the life of cultural property and, if possible, to clarify the historic and artistic messages therein without loss of authenticity. This is the definition given by the Organisation of World Heritage Cities (www.ovmp.org) of conservation. Heritage attractions are considered historic documents, suppliers of architectural, social and economical historic information about the past that is not available from any other source, and this makes conservation even more important. Another definition similar to the previous one, but that emphasizes the ultimate effort of conservation was given by Cunliffe (1997), arguing that conservation has to ensure that the important aspects of a site are understood if it is to be retained in the context of future change or development. Conservation of these site are very important in case of eventual change or development that may occur in the future. Historic building differ from new one as they are expected to last forever in other words as long as it is wanted. Worthing and Dann (2009) stated that in an historic context, the terms maintenance and repair cannot be exchangeable as they might be for other building types. Moreover, cost of maintaining and repairing an historic feature is not usually huge however when cost arises it is usually due to a poor management. Pearson and Sullivan ( 1995, P.11) outline the aims of conservation management as the explanation of all the values of heritage places, the development long-term preservation and the implementation of management practices that safeguard the fundamental nature and physical form of the place. Conservation is, without doubt, one of the most important tools in heritage management. According to Millar (1989) it is the first stage in heritage management; she considered that conservation is the critical issue in world heritage site management long-term planning (Millar, 1989:10) now that heritage tourism is in its greatest growth. Other authors, such as Shuhaimi, agree with her statement arguing that realizing that tourists will bring about substantial negative impact on heritage sites, the management of these sites must have a master plan that will emphasize on conservation (Shuhaimi, 1997: 127). To implement the right management policy, Du Cros (2001) argued that the priority between the two basic elements involve must be clear. One of those elements is conservation, while the other is commodification and promotion of the site. The author stressed that this management priority should be used as a guide for converting, in the appropriate way, places into heritage attractions. This statement shows again the importance given by professionals to the conservation issue. Conservation is, probably, the heritage management issue more in conflict with tourism since its objective is to preserve and to protect heritage, while tourism interests want to market sites and generate economic benefits by attracting as many visitors as possible. However, tourism is also one of the basic issues if not the basic one. 2.6.2 Visitor management Visitor management is becoming an increasingly important issue in world heritage site for those responsible for heritage sites, particularly those that have achieved WHS status. Shackley (2006) states that the number of visitors have been increasing due to the accessibility to facilities by the society such as reduced travel costs, extensive media publicity given to sites. On the one hand, visitors bring is not only source of revenue, through admission fees, but also these sites provide them both educational and recreational opportunities. However, those visiting the site brings in the risk of harmful impacts upon the site and other artefacts found there ( Shackley,1998; Garrod, 2008). Encouraging more visitors may be at the same time a blessing as well as a curse for a typical heritage site. While some sites are relatively robust and can withstand increased levels of visitation, others will be more susceptible to damage. It is important, therefore, for those responsible for the heritage site to undertake visitor impact balance and design strategies that will be appropriate for the site. The visitor management is mostly important to sites that inscribed on the World Heritage list, enabling them to result in greater awareness on the part of prospective visitors and for higher visitation levels to result (shackley, 1998; Fyall and Rakic, 2006). Visitor management strategies are designed in such a way to contrl the number of visitors as well as their flow on the site. In order, to minimize the the management should restrict the visitors access to certain areas by establishing pathways, controlling the time of visits and by limiting the size of group of groups ( WTO, 1997) 2.6.3 Buffer zone The concept of buffer zone has been treatedin every version of the Operational Guidelines from the first version produced in 1977, forward to the present. The initial concept, then defined as one which may be applied, appears as an optional inscription requirement, and one without a clear purpose. The Operational Guidelines 1977 state: 26. When setting the boundary of a property to be nominated to the List, the concept of a buffer zone around the property may be applied where appropriate. In such instances the nominations would include: a) a precise definition of the surface area of the property itself, including the sub-surface area where necessary b) an indication of the buffer zone around the property itself (i.e. the natural or man-made surroundings that influence the physical state of the property or the way in the property is perceived). Such buffer zones will be determined in each case through technical studies and provided with adequate protection. 2.7 Organisation involved in the management of WHS Heritage management has been described as the process by which heritage managers attempt to make sense of the complex web of relationships surrounding heritage in a manner which meets the values and interests of many of the key stakeholders (Hall and McArthur 1996: 19). This raises questions, however, as to what occurs in situations where the management of heritage sites is shared by various organizing bodies with different functions and status and where there is no single coordinating body to bring these organizations together. Contrary to broad expectations, the UNESCO designation does not involve an overarching control of the management of sites (Bianchi 2002; Bianchi and Boniface 2002; Evans 2002). Rather, World Heritage Site status inevitably exposes designated areas to a complex web of national and regional policies and regulations (Hall 2006). These policies tend to arise from a discourse of heritage as having primarily a cultural tourism purpose, thus necessitating that the heritage sites be conserved and presented appropriately for international tourist consumption. Leask (2006: 13) argues that the key dilemma here is that it is difficult to balance tourism activity with the conservation role, often creating a tension or conflict between the usually large numbers of stakeholders involved. In particular, this emphasis on conservation and presentation to cultural tourists often means that less heed is paid to local community issues, including local community contemporary use and practice relating to t he site (Garrod and Fyall 2000). 3. World heritage Site in Mauritius 3.1 Le Morne Brabant Le Morne Cultural Landscape, a rugged mountain that juts into the Indian Ocean in the southwest of Mauritius was used as a shelter by runaway slaves, maroons, through the 18th and early years of the 19th centuries. Protected by the mountains isolated, wooded and almost inaccessible cliffs, the escaped slaves formed small settlements in the caves and on the summit of Le Morne. The oral traditions associated with the maroons, have made Le Morne a symbol of the slaves fight for freedom, their suffering, and their sacrifice, all of which have relevance to the countries from which the slaves came the African mainland, Madagascar, India, and South-east Asia. Indeed, Mauritius, an important stopover in the eastern slave trade, also came to be known as the Maroon republic because of the large number of escaped slaves who lived on Le Morne Mountain. It is a symbol of slaves fight for freedom, their suffering, and their sacrifice, all of which have relevance beyond its geographical location, to the countries from which the slaves came in particular the African mainland, Madagascar, India, and South-east Asia- and represented by the Creole people of Mauritius and their shared memories and oral traditions. Management of the Landscape At present there are two heritage legislations which govern the management of the Le Morne Cultural Landscape; The Le Morne Heritage Trust Fund Act of 2004 and the National Heritage Act of 2003. Copies of these legislations may be obtained at the seat of these two institutions and they may be contacted for any queries regarding management issues related to the landscape. The vision of the Fund for the cultural landscape is as follows: à ¢Ã¢â€š ¬Ã‚ ¦to serve as a focal point for current and future generations to celebrate resistance against oppression anywhere in the world as well as commemorate the suffering of humans through slavery and other systems of exploitation. It should be a living example of oppressed people achieving freedom, independence, dignity and respect for their values and cultures. It will do so by becoming a centre of excellence in terms of research, in particular the history of maroons in the wider context of slavery, and by playing a prominent role in unlocking cultural and economic opportunities for those who have suffered most under the system of slavery. The Mission To preserve and manage the cultural landscape of Le Morne so that it can be used in a wise and sustainable manner without compromising its authenticity and integrity. To develop Le Morne as a focal for celebrating resistance to slavery by furthering high quality research on slavery in general that will not only be made available to the public but in which the latetr can also participate; To utilize Le Morne as a tool for local economic development and capacity building so that it will play an important role in opening up opportunities for those who have been left behind in terms of economic development. To cherish Le Morne as a symbol of reconciliation and forgiveness, not only nationally but also on a global scale, so that humanity will combine forces to resist exploitation of one human by another; and To rally around Le Morne in support of those who continue to be oppressed and exploited by other human beings, so that it is not only a symbol of the past but a living reminder of the present. 3.2 Aapravasi Ghat Aapravasi Ghat is the site through which 450,000 indentured labourers from India first set foot in Mauritius between 1830s and the 1920s, marking one of the great waves of migration in recorded history. Set on the bay of Trou Fanfaron, in the capital Saint Louis, Aapravasi Ghat is the remains of a cluster of three stone buildings dating from the 1860s, built on the site of an earlier immigration depot. The remaining buildings represent less than half of what existed in the 1860s. The nominated site is tightly drawn around the buildings and covers 1640 sq metres. It is surrounded by a buffer zone which is part of the heart of the rapidly expanding city and a busy harbor. The island of Mauritius was chosen as the site for the first recipient of this new indenture system in 1834 (year of the post-abolished of slavery occurs), as it was perceived to be an expanding plantation economy unlike the exhausted West Indian sugar producers, and also because of its proximity to India. In Mauritius, most indentured workers were recruited from North India, especially Bihar and the Northwest Provinces such as Uttar Pradesh, although smaller numbers came from the Tamil and Telugu districts of South India. In the almost 90 years that the system was in operation, the British authorities in India handled around 1.2 million indentured labourers through emigration depots. Protection and Management Legal provision: The Aapravasi ghat site is owned by the Ministry of Arts and Culture. The core area is protected as a national monument in terms of the National Heritage Fund Act of 2003 and earlier legislation. This provides for the consent of the National Heritage Fund to be sought for any work done on the site. The Buffer zones are regulated by the Municipal Council of Port Louis as part of their overall regulation of their area under the Local Government Act. Management structure: The day-to-day management of the site is the responsibility of the Aapravasi Ghat Trust Fund. The Board of the Trust consists of representatives of key member institutions such as national Heritage fund, and the Ministries of Arts and Culture, Tourism and Finance. A technical team drawn from the Board reviews all site work. On 15th February 2006 a more detailed Draft Management Plan was submitted by the State Party on 15th February 2006. The Plan details what needs to be addressed in terms of management structure, and legal protection. Currently there is no national policy on World Heritage sites which impact on decisions by local authorities. 4. Methodology 4.1 Introduction This chapter deals with the different methods and instrument that were used in order to conduct this survey and also elaborate upon the methods chosen. It evaluates the management strategies which were being used to manage those WHS, Le Morne and Aapravasi Ghat. The objective is to show the different methods used to collect information and the reason why they have been used. Consequently, the research aim is to recalled and the objectives are shown so that the research framework is established. The survey was conducted at National Trust Fund, Aapravasi Ghat Trust Fund, Le Morne Trust Fund and Ministry of Arts Culture with the members responsible for managing both sites. Moreover, this chapter is devoted on the limitations of the methods used and the general limitation encountered during the gathering and analyzing data. 4.2 Sources of data Once the objectives were identified, a research plan was developed to gather the information. For this study, both primary and secondary data were used in order to gather information for analysis. Primary data: new information collected for the specific purpose of a particular research project. Secondary data: data that already exist and which have been collected to fit the purpose of other studies. First of all, Primary data are new data collected specially for the current study. Such data were collected through questionnaires and semi-structured interviews. On the other hand, secondary data was useful in finding out what have been done in previous research and theoretical information to grasp the real meaning of subject. The information gathered for this particular study was mainly done on the management strategies being used by the different bodies responsible Le Morne and Aapravasi Ghat. 4.2.1 Primary Data Primary data as stated before is a set of new data collected from the survey itself for purpose for the research. There are two approaches of primary data; the quantitative ad the qualitve approach. The first approach is mostly scientific method, while the second is more flexible, while the second is more flexible. Both, qualitative and quantitative approaches were used to conduct the survey. Qualitative approach was much more appropriate for the investigating into the problem. Moreover, Finn et al,2008, states that, qualitative approach tends to examine reality in all its complexity because they are free to ask question a qualitative researcher cannot easily pursue. This approach enable to gather rich information about small number of subjects from a small number of people can be collected ( Veal,1997). To investigate more the research, quantitative approach was also needed. This was used in order to gather information from workers of the different parastatal bodies. 4.2.2 Secondary Data A vital step, in any research process begins, is the review of previous research on which the topic was chosen. Secondary data was essential for the topic chosen. It is useful in finding out what have been done in previous research and theoretical information to grasp the real meaning of the subject. In fact, an important part of nearly all research is a review of the literature review ( Veal, 1997: 96). Information gathered was about the management of heritage site especially world heritage site as conservation and preservation, management strategies and visitor management. Thus, in this project, secondary data was mainly used in order to develop the research idea and to get information required to answer to the main question. Questionnaire Design The questionnaire used for this survey comprises of 27 questions divide in four sections namely; section A the respondent profile, section B based on attributes of the WHS, secti

Morality Essay examples -- essays research papers

Morality is a hard term to define and decipher because there are so many things that have to be taken into account. If you line up a group of ten people and bring up a morality issue, you will mostly likely get different answers. People all over the world have many different beliefs and are raised to stand by those beliefs. Abortion is one of the hot topics in our country and a big moral issue. There are people who believe abortion is murder and completely, morally wrong. Then there are other people who believe that it isn’t wrong and it isn’t murder. Which one of these groups of people is right? Neither. The definition of morality is descriptively to refer to a code of conduct put forward by a society, or some other group, such as a religion or accepted by an individual for their own behavior. Neither of the beliefs about abortion are right or wrong because morality is a code of conduct and no one person can be told to believe in that conduct. Religion also plays a bi g role in morals and by living in the United States; everyone has the right to freedom of religion. But then there are also people who do not believe in religion. We, as citizens of the United States have the right to believe what we want, have our own morals and defend those morals and beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  Abortion, stem cell research and cloning are examples of moral issues that are scientific and human beings control them. Whatever your belief on any of those afore mentioned topics, they c...

Great expectation Novel vs Film

In 2012, Mike Newell created a film replicating one of Charles Dickens's famous novels Great Expectations. Both novel and film both are set in Kent, England and recount us through the life of a young commoner named Pip. Pip eventually moves to London and has wealth bestowed upon him by an anonymous benefactor. With the money he receives, Pip is able to become a gentleman.The film was not an effective representation of the novel because the omission of certain characters, the haracters are presented differently than they are In the book and the story Is told through dialogue instead of narration. Due to the film being so fast and compressed, some of the Characters are left out. For example, the character that was missing In the film was a menacing, broad-shouldered, loose-limbed (15. 35) cruel man named Orllck. Dickens uses these types of characters In his novel to set a cruel nature and to give an unpleasant feeling of threat.The omission of Orllck Is significant because it does not allow the audience to see PIP's final repentance. This is important because it is when pip realizes his guilt and disloyalty towards his loved ones, Joe and Biddy. Another instance is when Orlick is interested in Biddy, as a result she becomes frightened, and this leads to his hatred and disgust towards Pip. Orlick began to bully Pip. Without Orlick, viewers are unable to see the characteristics of his cruelty, and the unpleasant feeling, atmosphere that he gives towards people and the protagonist.Another difference between the novel and the film was that some characters are represented differently. Dickens portrays Estella as a cold hearted, unloving and one whose goal is to break others men's hearts in the novel. She shows no feelings of love towards men and especially not towards Pip. In the film, Holliday Grainger, the one who played Estella poorly presented Estella. For example, when Pip comes back to see Estella and Miss. Havisham, She speaks to him with care and love, showing her feelings and affections towards Pip.Another character that was poorly presented in the film was Wemmick. In the novel, Dickens howed his dual personality between his â€Å"Office â€Å"and â€Å"Walworth† personality. Although his â€Å"Walworth† personality was shown in the film, his office personality was not. At the offce, he seems to have his loving and kind personality towards others and especially to Pip. These changes make the viewers view Estella and Wemmlcka completely dfferent way, not the way that Charles Dickens's intended. In the film of Great Expectations, there was no narration.Dickens wrote the novel from the point of view of the protagonist Pip. Throughout the novel, Pip usually spends most of his time expressing his feelings and thoughts through narration. In fact, Newell did not portray fully the details of PIP's love for Estella. In the novel, through the narrations, Pip expresses his feelings and love for Estella and his love for her was the reason why he wanted to become a gentleman, wanting to Impress her. In the film, It seems that Pip only lust over Estella and makes It seems that he Is only attracted to her because of her appearance.Jeremy Irvine, the actor of PIP uses dialogue and ctions to portray Pip's feelings and emotions. Although the dialogue and actions help the audience know about Pip's character, viewers are unable to identify the true similar in comparison to Dicken's novel. However the omission of certain characters, the way characters are presented, and the narration make the film different enough to illicit a different response from the viewer as opposed to the reader. This difference in response indicates that the film is not an adequate representation of the novel.

Artificial Intelligence Essays (5026 words) - Cognitive Science

Artificial Intelligence Essays (5026 words) - Cognitive Science Artificial Intelligence Artificial Intelligence is based in the view that the only way to prove you know the mind's causal properties is to build it. In its purest form, AI research seeks to create an automaton possessing human intellectual capabilities and eventually, consciousness. There is no current theory of human consciousness which is widely accepted, yet AI pioneers like Hans Moravec enthusiastically postulate that in the next century, machines will either surpass human intelligence, or human beings will become machines themselves (through a process of scanning the brain into a computer). Those such as Moravec, who see the eventual result as the universe extending to a single thinking entity as the post-biological human race expands to the stars, base their views in the idea that the key to human consciousness is contained entirely in the physical entity of the brain. While Moravec (who is head of Robotics at Carnegie Mellon University) often sounds like a New Age psychedelic guru professing the nex t stage of evolution, most AI (that which will concern this paper) is expressed by Roger Schank, in that the question is not 'can machines think?' but rather, can people think well enough about how people think to be able to explain that process to machines? This paper will explore the relation of linguistics, specifically the views of Noam Chomsky, to the study of Artificial Intelligence. It will begin by showing the general implications of Chomsky's linguistic breakthrough as they relate to machine understanding of natural language. Secondly, we will see that the theory of syntax based on Chomsky's own minimalist program, which takes semantics as a form of syntax, has potential implications on the field of AI. Therefore, the goal is to show the interconnectedness of language with any attempt to model the mind, and in the process explain Chomsky's influence on the beginnings of the field, and lastly his potential influence on current or future research. Chomsky essentially founded modern linguistics in seeking out a systematic, testable theory of natural language. He hypothesized the existence of a language organ within the brain, wired with a deep structured universal grammar that is transmitted genetically and underlies the superficial structures of all human languages. Chomsky asserted that underlying meaning was carried in the universal grammar of deep structures and transformed by a series of operations that he termed transformational rules into the less abstract surface structures that was the spoken form of the various natural languages. He showed also that mental activities in general can and should be investigated independently of behavior and cognitive underpinnings. This idealization of the linguistic capability of a native speaker brought Chomsky to his nativist, internalist, and constructivist philosophical views of language and mind. This concept of generative grammar could be seen as a 'machine', in the abstract Turing sense, that can be used to generate all the grammatical sentences in a given language. Chomsky was searching for a formal method of describing the possible grammatical sentences of a language, as the Turing machine (more below) was used to specify what was possible in the language of mathematics. Chomsky's transformational generative grammar (TGG) possessed the most influence on AI in that it was a specification for a machine that went beyond the syntax of a language, to their semantics, or the ways that meanings are generated. An ambiguous sentence like I like her cooking or flying planes can be dangerous could have a single surface structure from multiple deep structures, just as semantically equivalent sentences involving a transformation from active to passive voice or the like, could have different surface structures emerging from the same deep structure. Computational linguists and AI researchers saw that these rules, once understood, could be applied, or mechanized, with a formal mathematical system. Here, natural languages were strings of symbols constructed to different conventions, which needed to be converted to a universal human 'machine code.' From a computational viewpoint, language is an abstract system for manipulating symbols; the universal grammar could be purified in the sense of mathematics, in other words, being independent of physical reality. Semantics in this view would just be an application of the abstract syntax onto the real world. Chomskyan linguistics, as we shall see further on, does

The Complete List of Community Service Scholarships

The Complete List of Community Service Scholarships SAT / ACT Prep Online Guides and Tips Did you know that your extracurricular activities can earn you money for college? In particular, there are a lot of scholarships available to students who have chosen to spend their free time helping out others in their communities through volunteer work. Read on for the most complete lists of volunteer scholarships available. We've divided the scholarships by type so you can tell easily if you qualify. Why Community Service Scholarships? If you're the type of person who spends your free time helping others, you probably already know about some of the benefits of this type of work: you get to make a positive impact in your community while getting life experience that will help you develop as a person. But you may not have been aware that there's another potential benefit: community service is also a great way to earn some extra cash for college. Many universities and organizations value individuals who they think will make a difference in the world, and offering scholarships to students who have dedicated their time to improving the lives of others is one way that they can contribute to those changes. How to Find Community Service Scholarships There are a lot of different kinds of community service scholarships, and they come from a lot of different sources, including charities, the government, religious groups, and universities themselves. Some of the scholarships offered will help fund tuition costs, while others will help you pay for charitable projects that you want to organize, or give you the opportunity to do more volunteer work. Though you may not have seen many of these scholarships advertised, there are hundreds of them out there. If you don’t see something on the list below that pertains to you, do an internet search for what you're interested in or specific to the type of work that you have done. Other good resources are the college and financial aid counselors at your high school, who may know of local and national opportunities, as well as scholarships related to volunteer programs at your school. Additionally, ask the organizations where you volunteer if there are any scholarships available. Quite frequently, churches, religious groups, hospitals, and other community clubs and organizations provide awards to help out students with the cost of education. How to Apply for Community Service Scholarships Each of the scholarships listed below has its own application procedure and eligibility requirements. Start looking into the scholarships you're interested in well in advance so that you don’t miss any deadlines. You can also increase your chances of being eligible for more scholarships if you start to plan early. You'll see that many of the scholarships below have very specific eligibility criteria. If you're looking to get involved in a community service project and don’t have anything particular in mind, try choosing something that will make you eligible for one (or more) of these awards. Also keep in mind that the community service work you do can qualify you for several different scholarships. Be sure to apply to all scholarships that you're eligible for, and don’t be intimidated by the wording of the scholarship requirements – it’s always worth a shot to get college money! Key tip: Apply early, and apply often! Not all of these scholarships are limited to high school seniors and college students. If you start applying in 9th grade (or even earlier), you'll have a head start on building up your scholarship fund. List of Community Service Scholarships by Category The following scholarships are grouped according to type of community service or other special requirements. You'll notice that many of these scholarships are available to students who have done any type of community service, as long as you can show significant involvement. Some of these scholarships should fit into more than one category (such as a social activism scholarship that also requires a high GPA). In these cases, I’ve put them in what I consider to be the most restricting group. The categories are: General volunteer scholarships Leadership Financial need Strong academics Specific field of study Environmental focus Special circumstances Special affiliation Certain location or college Minority Social activism Scroll down to the category you most qualify for, or just browse through all the scholarships available! General Volunteer Scholarships The scholarships in this list are for students who have dedicated several hours to volunteer work. There are no particular restrictions about the kind of work you can have done for these awards, but you should be able to show long-term commitment and how you've made an impact. Americorps Vista This service program- with a scholarship awarded at the end- is for students aged 17 and older. You must be willing to commit to 10-11 months of service at a nonprofit organization or government agency. You will receive a living stipend while you are serving. Scholarship awards given at the end of service are $5,815. AXA Achievement Scholarship This scholarship is for ambitious and determined high school seniors who show respect for themselves, their families, and their communities. Students will have the opportunity to win awards of $2,500, $10,000, or $25,000. Bonner Scholars Program This scholarship is for college students with demonstrated financial need who are willing to perform 10 hours of community service per week during the school year and 280 total hours in the summer. The program meets the full documented financial need of each student. Students must be attending a school with a Bonner Scholars program and will apply through their campus. Great Value Colleges Community Service Scholarship Great Value Colleges awards $1,500 to students who have enhanced their educations through community service. LULAC National Scholarship Fund General Awards This award is for entering freshmen who display motivation, sincerity, and community involvement. Multiple awards between $250 and $1,000 are given. Prudential Spirit of Community Awards These awards are for students in grades 5–12 who have participated in community service in the past 12 months. National Honorees receive a $5,000 award, a medallion, a trophy, and a $5,000 grant to a charity of choice. State Honorees receive an award of $1,000, a medallion, and a paid trip to Washington, D.C. Local Honorees receive a Certificate of Achievement. Leadership Scholarships These scholarships are for students who have shown strong leadership skills – the ability to direct and inspire others – along with a dedication to community service. Alliant Energy Community Service Scholarship This essay contest awards $1,000 to 25 students age 24 or under who have leadership roles in community service activities whose families are Alliant customers (Alliant's service area is Iowa and Wisconsin). Comcast Leaders and Achievers Scholarship Program This award is for high school seniors who are nominated by their principals or guidance counselors for having shown a dedication to community service and leadership. There are over a thousand awards of $1,000. Elks National Foundation Most Valuable Student Competition US citizens who have shown leadership, scholarship, and financial need can apply. There are2 awards of $50,000, 2 awards of $40,000, 2 awards of $30,000, 14 awards of $20,000, and 480 awards of $4,000. GE-Reagan Foundation Scholarship This award is for students who show leadership, drive, and good citizenship. There are around 20 awards of $10,000, which are renewable each year of college for up to $40,000. State Farm Good Neighbor Scholarship These scholarships are for high school seniors with a GPA between 2.5 and 3.2 and who are leaders and volunteers in their communities. There are fifty awards of $5,000 each. Financial Need Scholarships These scholarships are aimed at students who have dedicated their time to serving their communities and who also can demonstrate financial need. Horatio Alger Association Scholarship Program High school students who have shown integrity, financial need, academic achievement, and community service may apply for this award. You will need a 2.0 GPA. A family income less than $55K is required. National scholarships of $25,000 are given every year, and smaller state scholarships are available as well. Imagine America High School Scholarship This award is for high school graduates who intend to enroll at a career college. They must have a high school GPA of at least 2.5, be able to demonstrate financial need, and have demonstrated community service during their senior year. Awards are $1,000. Ronald McDonald House Charities US Scholarships Students under 21 who can show financial need and who have academic achievement, leadership, and community service experience are eligible for these awards. Most scholarships are administered through local Ronald McDonald House Charities (like these through RMHC Central Indiana); look for the local office near you. Scholarship amounts vary. Strong Academics Scholarships These scholarships are for students who have managed to balance schoolwork with volunteer work. They are aimed at students who have achieved top grades and test scores. Coca-Cola Scholars Program Scholarship Graduating high school students with who demonstrate academic achievement and who have shown a commitment to improving their communities are eligible for this award.150 awards of $20,000 are given every year. You can also check out our complete guide to winning a Coca Cola Scholarship. Wendy’s High School Heisman Award This award is for rising high school seniors who excel in academics, athletics, and community service. You must have 3.0 GPA. The number of awards and amount varies from $1,000-$10,000. Field of Study Scholarships These scholarships are for students who are planning on pursuing certain degrees while in college. Davidson Fellowships This award is for students under the age of 19 who have done significant work in math, science, technology, music, literature, or philosophy, or another field that will benefit society. There are 20 total awards in amounts of $10,000, $25,000, and $50,000. Dr. Alma S. Adams Scholarships These scholarships are for college students pursuing degrees in public health, communications, social work, education, liberal arts, or a related field. They should have GPA of 2.0+ and demonstrate financial need. Student must provide evidence of community activities including activism, outreach, or peer counseling in tobacco prevention or control. James Beard Foundation Scholarship This is for students who are interested in a culinary career. Applicants should have strong academic record, leadership, and community service.Award amounts vary. James M. and Virginia M. Smyth Scholarship This scholarship is for students with a GPA of 3.0+ who demonstrate financial need and are pursuing a degree in arts and sciences, human services, music, or ministry. Students must have shown a commitment to community service. There is a preference for applicants from Missouri, Mississippi, Georgia, Illinois, Oklahoma, Texas, and Tennessee. 12 – 15 awards of $2,000 are given every year, and they are renewable for up to four years. Mary A. Mades Volunteer Scholarship Award This scholarship is awarded by Beth Israel Deaconess Medical Center in Boston to a student pursuing a degree in healthcare who has spent at least 125 hours volunteering at Beth Israel over the past 2 years. National Strength and Conditioning Association High School Scholarship This scholarship is for high school seniors with a GPA over 3.0 looking to enter a strength and conditioning field who have a track record of community service and are members of the NSCA. There are multiple $1,500 awards available. Tylenol Future Care Scholarship This award is for college or graduate students studying healthcare, who have high GPAs and can show community involvement. Awards range from $500-$10,000. Check out our complete guide on how to win a Tylenol scholarship. Washington Hospital Service League Volunteer Scholarship This award is for high school seniors and college students in the Washington Hospital District who are pursuing a healthcare-related degree, with a GPA of at least 2.5, and who have volunteered for at least 100 hours in healthcare. The award is $1,000 and is renewable for all 4 years of college. Young Women in Public Affairs Award Women aged 16-19 who are pursuing careers in government, public policy, and community organizations, and who are involved in community service, should apply for this scholarship. Ten international scholarships of $4,000 and up to 32 scholarships of $1,000 are awarded each year. Environmental Focus Scholarships These scholarships are for students who have dedicated their time to helping the environment. Brower Youth Awards This scholarship is for students who have shown leadership in environmental activism. Six awards of $3,000 are given every year, plus a professional film crew will make a short film about the winners’ work. The winner will also receive a week-long trip to California to participate in media engagements and environmental conferences. Gloria Barron Prize for Young Heroes This scholarship is for students aged 8 - 18 who have made a significant positive difference to people or the environment. There are 25 awards of $5,000. Special Characteristics and Circumstances Scholarships These scholarships are for students who have faced certain challenges or who have special characteristics. LEAGUE Foundation Scholarship LGBT high school seniors with a GPA of 3.0 and above who are involved in community service can apply for this scholarship. Live Out Loud Scholarships This scholarship is for high school seniors who identify as LGBTQ from the tri-state area (New York, New Jersey, or Connecticut). You must demonstrate leadership, a strong academic record, and community service. Awards of up to $10,000 are given every year. National Federations of the Blind Scholarship Legally blind college students from US and Puerto Rico may apply. The winner is chosen based on academic excellence, community service, and leadership. Awards are between $3,000 and $12,000. Up to 30 awards are given each year. PFLAG (Parents, Families and Friends of Lesbians and Gays) Scholarships This scholarship is for high school seniors or college students in New Mexico who are LGBT or a straight ally. Students must show integrity and participation in community activities. Awards are $1,000. Yes, I Can Council for Exceptional Children Award Students between 3 and 21 years old with a disability can be nominated by a teacher, parent, other nominee, or even a self-nomination! The student must be involved in various activities including volunteer work. Special Affiliations Scholarships These scholarships are for students who are associated with certain groups. Americorps National Civilian Community Corps This scholarship is for U.S. citizens between 18 and 24 who are willing to serve on Americorps campuses in Denver, Sacramento, Baltimore, Vinton (IA) or Vicksburg (MS). Winners must commit to 10 months of service in the region. The scholarship awarded at the close of service isfor $5,815. Burger King Scholars Program These awards are for Burger King employees or relatives of employees who show good citizenship and commitment to the community. Eagle Scout Scholarship The National Eagle Scout Association offers two kinds of awards for Eagle Scouts: academic awards and merit awards. Academic scholarships are offered in amounts up to $50,000, and merit scholarships are offered up to $5,000. Academic scholarship applicants must be in their senior year of high school. Merit scholarship applicants must be high school seniors or college students not past their junior year of study. Jesse Brown Scholarship Students aged 21 and under who have done at least 100 hours of community service to serve veterans at a VA medical center can apply for these awards. There is one top scholarship of $20,000, and additional scholarships of $15,000, $10,000, $7,500, and $5,000. National Honor Society Scholarship Program These awards are for high school students who are members of NHS. Any senior member of a chapter may apply. Awards come in a variety of amounts depending on how far the student advances in the scholarship competition and range from about $3,000-$22,000. Navin Narayan College Scholarship This award is for high school seniors who have served at least 2 years as a Red Cross volunteer. There is a one-time award of $1,000. Siemens Foundation Scholarship This $4,000 award is for high school juniors who are children of full-time Siemens employees and who have an excellent academic record and have made significant contributions to the community. Certain Location or College Scholarships These volunteer awards are only available to students who are from a certain location or are planning on attending college in certain areas. Albert Shanker UFT College Scholarship Fund This award is available toNew York City public high school seniors with good academic standing and who can show leadership in the community. Students must also be eligible for Pell Grants and have a family income below a certain threshold. The award is for $5,000. Boettcher Foundation Scholarship This scholarship is for academically gifted Colorado high school students. Applicants must alsohave community service and leadership experience. The award is for full tuition, fees, and a $2,800 annual living expenses stipend for attending one of the Scholarship-approved colleges within Colorado (list on website). Financial Services Center of New York Scholarship Program This scholarship is for seniors from New York City and the surrounding counties who have shown academic achievement, leadership, and who have performed at least 50 hours of community service per school year. There are several awards ranging from $2,000-$7,500 given. Ford Scholars Program High school seniors or community college students enrolling in a bachelor’s degree in Oregon or California, who are residents of Oregon or Siskiyou County, California, can apply for this award. Students should show financial need, good character, have a GPA of 3.0 or higher, and show concern for others through volunteer projects. Up to 120 awards between $1,000 and $25,000 are granted every year; award amounts are based on need and cover up to 90% of costs not covered by other sources. Garrett J. Goodchild Achievement Award This scholarship is for high school seniors from Eastlake High School or Redmond High School who plan to attend one of the 10 independent colleges of Washington. Students must have a minimum GPA of 3.0 and have demonstrated leadership and community service. Awards are of $2,500. They are renewable up to 4 years for a total of $10,000 as long as a 3.0 GPA is maintained. Green Mountain College’s Make a Difference Scholarship This award at Green Mountain College in Poultney, Vermont, is for a student who has made a significant positive difference in the community or the lives of others. The award covers tuition, room and board for four years. You must ask a teacher or mentor to nominate you. Montezuma Lodge Scholarship These scholarships are for first year college students from Santa Fe, who have good GPAs and have shown leadership in the community. At least 3 awards of approximately $2,000 each are given every year. Newman Civic Fellows Award This scholarship is for college students who have shown leadership skills and involvement in solving community problems. You must attend a Campus Compact member institution and be nominated by a college/university chancellor or president. The award amount varies. New York Times College Scholarship Program This award is for New York City high school seniors who have shown a commitment to education and community service. The award is up to $15,000 per year, renewable for three years. Recipients also receive mentoring and a summer internship at the New York Times. Stanley O. McNaughton Community Service Award These awards are for college juniors and seniors attending one of the Independent Colleges of Washington. You must demonstrate a history of dedicated volunteer service throughout high school and college and have financial need. There are three awards of $2,500. Thurgood Marshall College Scholarship Fund This fund offers a number of scholarshipsfor high school seniors or college students enrolled at one of 47 historically black public colleges. The number and amount of awards varies. Tyler/Grandmaison MELMAC Scholarship This award is for high school seniors from any high school in Maine. You must be nominated by your principal for facing obstacles in pursuit of higher education, having financial need, being a solid citizen of your school, and showing a commitment to making a difference in the community. Minority Group Scholarships These scholarships are for students who have affiliations with certain minority groups or a particularethnicity. Congressional Hispanic Caucus Institute Scholar-Intern Program These scholarships are for Latinx students with strong academics who have a history of performing public service and charitable activities in the community. Students must have financial need and strong writing skills. Students will also receive an internship placement. Award amount varies. Columbus Citizens Foundation College Scholarship Program High school seniors of Italian descent (at least 25%) with household incomes less than $25,000 per person in the household can apply for this scholarship. You should also have a GPA of 3.0 or higher, and have shown commitment to community service. The award amount varies. Hispanic Heritage Youth Awards These awards are for Hispanic rising seniors with GPAs of at least 3.5 and above who have shown commitment to community service. Japanese American Citizens League Scholarships These scholarships are for high school students and college students who are JACL members (you do not need to be of Japanese/Japanese heritage to be member - anyone can join). You will have to submit a personal statement, your academic record, letters of recommendation, details about your community service, and details about your work experience. There are separate awards for entering Freshmen, and current undergraduate students. The award amounts vary. RHMC/HACER National Scholarship This scholarship is for Hispanic high school seniors (at least one parent of Hispanic/Latino heritage) who show academic achievement, financial need, and community involvement. There are a small number of large national awards ($25,000 per year) and some additional local awards of at least $1,000. Ron Brown Scholarships These scholarships are for African American high school seniors who have financial need, academic excellence, leadership, and community service experience. The awards are $10,000/year, and are renewable for up to 4 years (for a total of $40,000). Whitney M. Young, Jr. Memorial Scholarship These awards are given to minority New York City residents who are high school graduates, and have strong academic achievement, leadership skills, and commitment to community service. The program awards scholarships between $1,500 and $5,000. Worldstudio AIGA Scholarships This award is for minority and economically disadvantaged students who are studying art and design, and also have shown a commitment to community service. Basic scholarships are in the amount of $2,000-$3,000. There are also two additional awards of up to $5,000 and honorable mention prizes of $500. Social Activism Scholarships These scholarships are aimed at students who have been working hard to bring about changes in society. Davis-Putter Scholarship This scholarship is for college students who are actively involved in fighting for social justice or civil rights. Multiple awards up to $10,000 are given every year. Margaret McNamara Education Grants This scholarship is for women from developing countries who are pursuing study in the U.S. or Canada. Note that awardees must be at least 25 years of age. Grant awards are for up to $15,000. Princeton Prize in Race Relations This $1,000-prize is awarded to students in grades 9–12 who have been involved in community service in the past 12 months and have encouraged positive race relations. Students will also be invited to attend a symposium at Princeton. Stephen J. Brady Stop Hunger Scholarship This scholarship is for students aged 5–25 who have shown on-going commitment to an unpaid volunteer activity in the past year that involves fighting hunger. Additional consideration is given if you have been fighting childhood hunger. Winners will receive an award of $5,000 for their education plus a $5,000 grant in their name to a hunger-related charity of their choice. What's Next? Looking for tips on how to win top scholarships? Check out our guides to the Walmart Scholarship, National Merit Scholarship, Tylenol Scholarship, and standardized test scholarships. If you're concerned about paying for college, here's a complete guide to figuring out how much college will cost for you. Getting into college requires a strong application, including SAT/ACT scores. How high of an SAT score or ACT score do you need to get into your top colleges? Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Puerto Rico's Underground Economy And Tax System Essay

Puerto Rico's Underground Economy And Tax System - Essay Example These rules also cover the condition in using US flagships as well as the minimum wage standard. Income coming from other U.S. possessions or Puerto Rico is generally considered as foreign-source income. On the other hand, entities which are instituted other U.S. possessions or Puerto Rico, are usually considered as foreign persons. Special Tax Rules Related to Puerto RicoAs a consequence of the hybrid domestic-foreign conduct of individuals in Puerto Rico, the common ideology of U.S. taxation are qualified by numerous particular rules pertinent to U.S. citizens and inhabitants of, and U.S. persons who are conducting business in the said territory.Other rules, on the other hand, are intended to put off U.S. Federal tax laws from opposing tax incentives applied by Puerto Rico to draw investors. The United States has also placed in tax incentives to help Puerto Rico when it comes to acquiring employment producing investments particularly from companies in the US. The demand for these p articular tax incentives could be traced in part, to the extra costs placed on investing in Puerto Rico mainly since it holds such status as a U.S. possession. When taking into account the earlier U.S. law, definite domestic corporations with operations in U.S. possessions could vote for under Code section 936 to commonly do away with the U.S. tax, which also includes the alternative minimum tax, on particular foreign source income which was associated with their processes in the specified regions.

Jim Crows Laws Research Paper Example | Topics and Well Written Essays - 1500 words

Jim Crows Laws - Research Paper Example hat the Civil Rights Act of 1875 as unconstitutional and that although the Fourteenth Amendment prevents states from discriminating against races, private individuals and organizations were not prevented from doing so.8 The Supreme Court ruling provided a booster for discrimination against blacks to develop, worsen, and persist. Thus, by 1914, every southern state passed laws segregating blacks and whites: blacks and whites could not ride in the same transport, be together, and blacks were denied access to washrooms, parks, beaches, picnic areas, certain hospitals, and the like. Blacks and whites were segregated based on which drinking fountains they can use.9 In the words of Sandoval–Strauz, for more than a century, public accommodations were at the epicenter of legal and political struggles for racial equality.10 Primarily, the years 1890 to the 1960s are widely considered as the Jim Crow era.11 However, several authors argue that Jim Crow legislations have remained and not repealed in the 21st century even as there is no longer a Jim Crow system in the United States. For example, the Jim Crow Study Group of the University of Arizona revealed in 2004 that there are several Jim Crow laws remaining in the Codes of Alabama, Georgia, Louisiana, Mississippi, Missouri, South Carolina, Virginia and West Virginia.12 Researchers agree that the Jim Crow system promoted the notion of white supremacy, economic exploitation, electoral disfranchisement, and violence.13 In 1959, Stetson Kennedy published a book with the title, Jim Crow Guide to the U.S.A.: The Laws, Customs, and Etiquette Governing the Conduct of Nonwhites and Other Minorities as Second-class citizens.14 J. Hernandez documented some of the Jim Crow etiquette15: 1. Black males cannot offer their hand to a white female because that would imply social equality. 2. Blacks and whites cannot eat together but if they have to eat together, the whites are to be served first and there must be a wide space betw een blacks and whites. 3. Under no event must a black male offer to light the cigarette of a white female. 4. Blacks were not allowed to publicly express affection with one another because that is offensive to whites. 5. Blacks were introduced to whites but never whites to blacks. 6. Whites need not use courtesy titles of respect such as Mr., Mrs., Sir, and Ma’am when referring to blacks but blacks are required to do so. Blacks can be called by their first names but blacks are not allowed to refer to whites by their first names. 7. If a black person has to ride a car driven by a white person, the black person must be at the back seat or at the back of a truck 8. White motorists have the right-of-way in all intersections. Further, according to J. Hernandez, Stetson Kennedy prescribed the following etiquette for