Tecumseh Essays - Shawnee People, Tecumseh, Indiana In The War

Tecumseh and the Quest for Indian Leadership By: R. David Edmunds Luke Adair His 101 Mr. Jack McKnight Tecumseh was the fifth child born into the family in 1768. Tecumseh always the leader springboards into the position of War Chief, in which he leads many battles and defenses for the Shawnee tribe. Europeans settled in North America, claiming land that was never theirs to claim. The British initially making a deal to protect the Indians went back on it when a battle broke out in which many Shawnee fled the battlegrounds to a British Fort, where they were not allowed inside for protection. On August 3rd, the Indians signed a treaty calling for them to remain at peace, relinquish all the prisoners, and give up the land in the southern, eastern, and central Ohio. In return the United States gave the Indians trade goods, valued from $5,000 to $10,000. The Shawnees lives were simple and they were spiritual people. The role of men and women is very simple; the men are the hunters and warriors. While the women are used as the housekeepers, clothe makers, and kept the families close. In the Spring/Summer months the main two projects are to farm and to re-build the villages. In the Fall/Winter months they do hunting, allowing them to feed the family. By the early 1800s the Indian life became much more difficult. The white hunters wiped out most of the wildlife, forcing the Indians to start using more modern, white man, ways of hunting. The British finally agreed to a farming agreement and sent William Kirk in 1807 on a mission to Wapakoneta, where they set up farming for the Indians and British. The mission was a success, but in the long run did damage to the Shawnees ways of life. Lalwethika is Tecumsehs brother that is disliked by many people. Leading Lalwethika to drink such an abundance of alcohol that he passed out and fell into a deep trance, later that day several other Shawnee members found his body in the wigwam. They pronounced him dead. After this he woke from his trance he was known as Tenskwatawa, and was looked upon differently. The Prophet, as he was also known, gave the tribe a new faith. The Americans and British knew they were nearing a war; therefore the Americans made sure the Indians would not side with the British. Tecumseh ended up giving a three hour-long speech where he stated that there would be no further advancement by the Whites. Throughout the years, things became much more difficult for the Shawnee to survive at the village site. Thus they decide to movie further west for better protection and food source. After the Treaty of Fort Wayne is where Tecumseh becomes known as more of a leader than just The Prophets Brother. After several meetings Tecumseh warns the British not to meddle with intertribal politics or a war will result. Later in a meeting with Harrison he stated Tecumseh is The Moses of The Family. The next few months were brutal on the Shawnee tribe. Tecumseh went to meet with the British demanding the food and ammunition promised. Harrison had information making him believe that the Indians were going to be rebellious. Harrison sent troops into the Wabash area, Tecumseh found out before arrived and ambushed the sleeping troops, planning to kill Harrison. The plan did not succeed because they were discovered before they got to the troops; the battle lasted for several hours. Just before dawn the Indians retreated, as a result ending the Battle of Tippecanoe. All was quarrels were eventually settled, Tecumseh and Harrisons friendship was still intact. A British leader named Brock and Tecumseh join together in taking the American fort in Detroit. Tecumseh and Brock succeed in what seems to be an easy victory in Detroit as Americans surrender. Brock and Tecumseh create a strong friendship, until Brock is summands to Niagara to lead a counterattack against the Americans, during this attack Brock loses his life. Tecumseh, considered the bravest of the brave and the greatest Indian, was killed in the Battle of Thames. Colonel Richard M. Johnson claimed that he is the one man that single handedly shot Tecumseh. Although many believe that Johnson truly was the one that

The Protagonist Suffers in Horses of the Night †English Essay

The Protagonist Suffers in Horses of the Night – English Essay Free Online Research Papers The Protagonist Suffers in Horses of the Night English Essay In the short story â€Å"Horses of the Night† by Margaret Laurence, The protagonist Chris suffers of depression. Laurence knows how depression disrupts the lives of millions of people and also reduces work productivity. In this short story Chris is able to cope with his depression by doing certain things like pretending he is rich and owns a ranch. A technique Laurence uses to help the reader understand depression is the foreshadowing which occurs many times threw out the story. Chris is able to cope with his depression and have people believe that he is not suffering from depression because he is always happy and â€Å"He always used to seem sohopeful. Even when there was really nothing to be hopeful about. That’s what I find so strange. He seemed hopeful, didn’t you think?† This indicates that Chris learned how to cope and cover up so well that even Vanessa didn’t know he was that depressed. In 23ff it shows that Vanessa never would have guessed that Chris would ever be depressed â€Å"I could not associate the word with Chris†. This shows how strong her disbelief of the fact that Chris could be suffering from depression. Every year over 17 million American adults experience clinical depression. Almost everyone has been depressed or has known someone who suffers depression. I have a friend that suffers from depression. You have to watch what you say around him because it’s hard to know what he’s thinking if he’s happy or if he’s having a rough day. It can be really hard on his family and the people around him that care about him. Depression affects many people. I believe that if you feel that you or someone you know is suffering from depression it’s important to seek help right away before the feelings of hopelessness over power the desire to survive. Research Papers on The Protagonist Suffers in "Horses of the Night" - English EssayArguments for Physician-Assisted Suicide (PAS)The Effects of Illegal ImmigrationHarry Potter and the Deathly Hallows EssayCapital PunishmentAppeasement Policy Towards the Outbreak of World War 2Mind TravelTrailblazing by Eric AndersonHip-Hop is ArtThe Masque of the Red Death Room meaningsBook Review on The Autobiography of Malcolm X

Books By and About Marian Wright Edelman

Books By and About Marian Wright Edelman Some books by and about Marian Wright Edelman: Print Bibliography Marian Wright Edelman. The State of Americas Children, Yearbook 2002. Marian Wright Edelman. Im Your Child, God: Prayers for Our Children. 2002. Marian Wright Edelman. Guide My Feet: Prayers and Meditations for Our Children. 2000. Marian Wright Edelman. The State of Americans Children: Yearbook 2000 - A Report from the Childrens Defense Fund. 2000. Marian Wright Edelman. The State of Americas Children: A Report from the Childrens Defense Fund: Yearbook 1998. Marian Wright Edelman. Lanterns: A Memoir of Mentors. 1999. Marian Wright Edelman. The Measure of Our Success: A Letter to My Children Yours. 1992. Marian Wright Edelman. I Dream a World. 1989. Marian Wright Edelman. Families in Peril: An Agenda For Social Change. 1987. Marian Wright Edelman. Stand for Children. 1998. Ages 4-8. Joann Johansen Burch. Marian Wright Edelman: Childrens Champion. 1999. Ages 4-8. Wendie C. Old. Marian Wright Edelman: Fighter for Childrens Rights. 1995. Young Adult. Beatrice Siegel. Marian Wright Edelman: The Making of a Crusader. 1995. Ages 9-12. Andrew Carroll, editor. Introduction by Marian Wright Edelman. Letters of a Nation: A Collection of Extraordinary American Letters. Reprint 1999. Susan Skog, editor. Embracing Our Essence: Spiritual Conversations With Prominent Women. 1995.

A Definition of Liberal Media Bias

A Definition of Liberal Media Bias A  Gallup poll found that just 40% of Americans trust the media to fairly and accurately report the news. Much of this has to do with the liberal tilt of news coverage and stories. In politics, conservatives often deal with an overwhelming liberal bias within the mainstream media, which includes the news divisions of major broadcast networks and major newspapers. This is typically just referred to as media bias. Media bias does not refer to the political punditry class as political affiliations are usually known and the commentary is intended as opinion-oriented. Media bias does not refer to media figures such as Rachel Maddow, Bill OReilly, and Al Sharpton who are expected to give political viewpoints. What Is Media Bias?   Media bias refers to the allegedly objective journalists in print and media who intentionally - and sometimes unintentionally - report or cover stories in a way favorable to Democrats and liberals and unfavorable to Republicans and conservatives. Journalists such as Dan Rather, Bob Schieffer, and Wolf Blitzer who portray themselves as pure newsmen could have their biases exposed by delivering one-sided news stories. Dan Rathers attempted takedown of George W. Bush comes to mind. Examples of Media Bias Barack Obama received free passes in both the 2008 and 2012 presidential races as the media was primarily interested in highlighting the historic nature of Obamas campaign. While Sarah Palin was heavily criticized by the media as lacking the experience to be Vice-President, the question was never a major issue with the decidedly less-experienced Obama. In 2012, the media turned every statement by Mitt Romney (dogs on vacation!) into stories that lasted weeks, while at the same time refusing to cover the Fast and Furious scandal or the Benghazi attacks with seriousness. And CNNs Candy Crowley infamously interrupted a debate exchange between Romney and Obama by debating Romney herself on Benghazi. (She was wrong, but the ramifications were huge.) While VP Joe Biden could barely take the stage without making a hysterical gaffe during his tenure, his sanity or competence was never questioned in the way that Dan Quayles was for once adding an e at the end of potato during a spelling bee. That the card was given to Quayle by the school with the incorrect spelling and that Quayle had questioned the spelling on the card is the part of the story the media always enjoys ignoring. While Democrats regularly get softball question and answer sessions from serious journalists, conservatives are usually left answering absurd questions based on absurd assumptions. When a deranged gunman shot Congresswoman Gabby Giffords of Arizona, the media had absolutely no problem claiming Sarah Palin was to blame because she once had a map on her website that had used a target on it to imply that it was going to be a competitive congressional race. Unbiased, Fair and Objective   The problem with media bias is that the journalist and media personalities are claiming to be unbiased, fair, and objective but typically end up delivering one-sided viewpoints disguised as fact. Many Americans will not look deeper into every issue presented by the media, instead of taking the stories at face value. Any information that might dispel the media bias myths has to be actively sought. Pronunciation: me-di-a bÄ «Ã‰â„¢s Also Known As: Mainstream Media; Lamestream media (Sarah Palin); Dinosaur Media (Laura Ingraham) Alternate Spellings: none Common Misspellings: none Examples In a free country, people depend on the media for their information about government and other powerful institutions. If the press sounds the alarm about some danger, people have to pay attention. But if they have lost confidence in the press – because of its biases – then there’s a good chance we’ll ignore the warning. And that could be dangerous. - Bernard Goldberg on Media Bias 60 Minutes used to be synonymous with gotcha, and it certainly was when it broke the Abu Ghraib story to hurt Bush in 2004, and when Dan Rather flaunted fake Texas Air National Guard documents to hurt Bush months later. In the 2008 election cycle, â€Å"60 Minutes† asked John McCain why he would let the Wall Street executives sail away on their yachts and leave this [bailout] on the American taxpayer? They hammered Romney about avoiding military service – and his five sons avoiding military service. Kroft has never asked Obama about his failure to serve in the military, and he certainly never asked about whether he had premarital sex with his wife – which Mike Wallace threw at Romney. - Brent Bozell

Science Fair Project & Evaluating the Effectiveness of Diverse Personal Statement

Science Fair Project & Evaluating the Effectiveness of Diverse Learning Environments Assignment - Personal Statement Example I realized that through writing down, the vocabularies would stick on the students’ mind and they could manage to pronounce them correctly later. Writing down also offered the students a chance to practice and memorize while on their own. Most of the students who had difficulties in pronunciation as I figured out were non-English Speakers. Another issue that I managed to figure out is that students had a positive response related to their ability of pronouncing the terms when learning in groups. On this activity, the students would come up with several words in their group that they were unable to pronounce correctly. My main role was just to help them pronounce the vocabularies correctly and then allow them to practice on their own. Through independence practice, I observed that students were able to pronounce the vocabularies correctly in a faster way. I also managed to observe that students, who were not able to pronounce the vocabularies together with others, could underst and quickly and respond effectively through direct instruction. On direct instructions, I could manage to teach the students either individually or as a group and emphasis on the problematic terms. I observed that on these particular children, repetition and drill work posed as the best method to help them understand quickly. Another observation I managed to make is that by giving the students oral and theory exams they were able to assess themselves of what they understood and which questions they need to ask. Oral tests, where each student could pronounce various vocabularies managed to give me an opportunity of identifying whether the student was making any progress or not. I also observed that testing the students contributed in enhancing a strong relationship with them because of the interaction I managed to make when correcting them. I also observed that it was easy to assess each student’s strengths and weaknesses through giving them a test. This assisted me in identif ying the next strategy I should employ in order to help the students develop more skills. In order to improve on this particular activity, there are certain changes that I would like to make. One of the changes is questioning of the students during lecture. I managed to observe that some students feel embarrassed when they are not able to answer a particular question correctly. On this case, I realized that it is not advisable to correct an English Speaking Student mistake especially in front of other students. The best way to deal with this issue is to correct the students’ individual later after the lesson. However, in some situations I may correct the students in case the content of their information is unclear during their pronunciation. For example, in a situation where a student may say, I am here for one year. This information is unclear because the student may mean I have been here for one year. In another angle, the student may mean I will stay here for one more year . The other change I would like to make in order to improve on this activity is increase the material to use for experiment. I noticed that some students understand well while writing down rather than oral teaching alone. This call for more materials like text books, exercise books and pencils. This will help in assessing the students’ ability on understanding pronunciation of words by dictating to them while they write

Women As Buddhists Essay Example | Topics and Well Written Essays - 3250 words

Women As Buddhists - Essay Example Legends around Shakamuni Buddha abound; one of them tells of the death of his mother, Maya when Shakamuni was an infant. His aunt, Prajapati, took over the raising of him and later asked to join his sangha. She was refused. It was only after Shakamuni’s cousin Ananda has requested three times that Prajapati amd her 500 followers were allowed to practice Buddhism outside of the home, as nuns.  Legends around Shakamuni Buddha abound; one of them tells of the death of his mother, Maya when Shakamuni was an infant. His aunt, Prajapati, took over the raising of him and later asked to join his sangha. She was refused. It was only after Shakamuni’s cousin Ananda has requested three times that Prajapati amd her 500 followers were allowed to practice Buddhism outside of the home, as nuns.   This story has been denied as even existing by some scholars, who justify their denial by pointing out that it was invented to restore societal norms after the death of the Buddha    Mu ch debate has been engaged over this story, citing Buddhism as sexist from the very beginning. But let us look at the society of the times, for it is society that inspires and also creates rules and mores and acts as the impetus behind changing laws and constitutional amendments in every country. Firstly, Indian society was (and still is, in many places) a khast system which follows strict social mores concerning one’s circumstances of birth, familial status and gender.  ... A woman conducting the same practice was subject to rape, robbery, and other heinous crimes against women, which still occur today. Scholars state that it is very likely that Shakamuni refused to let his beloved aunt and caretaker be an active nun due to the dangers to women who were emancipated during his time. Since the Buddhist faith is centered on compassion and enlightenment attainable by anyone who can adhere to the practices and guidelines, it is more likely that Shakamuni was attempting to protect women rather than subdue them.3 It also makes sense that in his compassion, the Buddha placed nuns under the Eight Strict Rules and under the subordinance of the monks in order to preserve his teachings by not driving Indian society into anarchy by giving women too much freedom too soon. This certainly would have been the wisdom of one so enlightened, knowing the impermanence of the world and knowing that with time and changes to society through continued enlightenment, the rules could be relaxed. He never said that women could not achieve enlightenment just as men could; in fact he said the opposite: " 'Straight' is the name that Road is called, and 'Free From Fear' the Quarter whither thou art bound. Thy Chariot is the 'Silent Runner' named, With Wheels of Righteous Effort fitted well. Conscience the Leaning-board; the Drapery Is Heedfulness; the Driver is the Dharma, I say, and Right Views, they that run before. And be it woman, or be it man for whom Such a chariot doth wait, by that same car into Nirvana's pre sence shall they come."4 As to the eight rules, they are basically thus: 1. A bhikkuni (nun), even if in the order for 100

Animal Testing for Immunocompetence Essay Example | Topics and Well Written Essays - 250 words

Animal Testing for Immunocompetence - Essay Example In my thinking, these tests and others are somewhat effective but applying them to humans first in order to get a first-hand feedback can help in implementation of the tests since animals can not explain about the side effects which are not observable (Smits, Bortolotti& Tella,1999).Tests for the ability of animal’s body to detect foreign bodies and fight against them need not only be carried out in laboratories. Observing nutrition is a key element in the attempt of maintaining an organism’s Immunocompetence. It is my view that nutrient limitation or extension such as lack of enough protein can really bring down the Immunocompetence of an animal. Lack of the required diets can be used as a test of defining some diseases attacking the animals and the reasons behind it (MÃ ¸ller, Milinski& Slater, 1998). Another option for testing the Immunocompetence for animals is also through observing external circumstances which confront the animals’ immune system. This can be through testing the food they eat and water they drink. Contact with other infected animals can also be put as a crucial consideration in such tests which do not necessarily, involve the animal (Fox, 2002) From the above tests, a crucial message is gained in that animals do not necessarily have to go through clinical tests to assess their immunity competence, but it can also be done indirectly by observing their diet, ensuring uncontaminated feed is given to them and also through checking the health of the other associative animals.

Relatively low number of women in parliaments Essay

Relatively low number of women in parliaments - Essay Example India is the second most heavily populated country in the world and more over the largest democratic country in the world. However, even after 60 years of independence, Indian parliament failed to give the proper representation to the women community in India. India was ruled by only once by a women prime minister: Mrs. Indira Gandhi. The current Indian president and parliament speaker are females. Even then the representation of women in Indian parliament is negligible at present. The cases are not different even in some of the highly developed democratic countries like UK and USA. In UK, only 18% of the total parliamentary seats hold by the women. There are many social, cultural and political reasons for the underrepresentation of women in the parliament. â€Å"The arguments in favour of increasing women’s participation in politics rely on 3 principles: Firstly, on democratic justice, secondly, on resource utilisation and thirdly, on interest representation† (Aggio, 2 001, p.3). Neither the God, nor the nature never ever asked the human to treat the women community in a different manner. In fact the dominant male community using their superior muscle power suppressed the weaker female community needs. It is impossible to the current word to develop properly if we neglect the contributions of the half of our population; the women community. ... Reasons for the underrepresentation of the women in parliament The reasons for the underrepresentation of women in politics can be understood in the case of totalitarian or autocratic countries like China, Saudi Arabia, Myanmar, North Korea or Cuba. However, it is difficult to believe that even in democratic countries, the representation of women in the political decision making bodies or parliament are negligible. â€Å"Democracy cannot afford to be gender blind† (Fogg, 2006, p.24). Democracy ensures equal opportunities to all in principles; however these principles often stay on papers alone. India, one of the largest democracies in world, recently tried to ensure at least 33% of women representation in Parliament. An ordinance was presented in the parliament in order to ensure at least 33% women participation in parliament; however, the stiff resistance from some of the prominent political parties and fundamentalists prevented the Indian parliament form passing such an ordi nance. From the above descriptions, it is clear that one of the major reasons for underrepresentation of women in parliament is the male domination in the society. Even though, in principles, most of us agree the ideas of giving equality to the women; however, when it comes to practice, most of the male community object it. By nature, the male community has a dominant attitude towards the female community. For men, the responsibilities of the females are limited to the boundaries within walls of the home. The above belief has changed slightly in recent times and many of the females started to work in offices and other professional organizations just like men. Many feminists’ movements contributed heavily to bring the women out of the walls of the home. Even then, male

Solitaire Mystery by Jostein Gaarder Thesis Example | Topics and Well Written Essays - 1750 words

Solitaire Mystery by Jostein Gaarder - Thesis Example The genre of this book is unclear. Some analysts claim it is a fable, novel, fairy story, theoretical and more. Jostein Gaarder is well known for his other work in the book Sophie’s World. Generally, Gaarder is only interested in the ideology that people should think and notice that they are alive. In addition, the people should appreciate the environment they live in citing that the world is a fascinating place. The book â€Å"The Solitaire Mystery† requires thought, as the ideas in it require a good consideration and concentration. As such, several analysts would claim that reading this book is not easy however, for students and researchers it serves as a very good reference. The book is controversial and one could think that it is written for the younger generation only. However, after thorough reading and understanding this book, one finds that there are hidden meanings and concepts that are very useful. For the interested parties in reading this book, one of the re quirements is close attention since complications may rise especially when a reader discovers that there are stories within a story. Due to the cleverness of the text, intelligence is required for any interested reader. The solitaire mystery consists of two seemingly separate stories which include Hans Thomas and the sticky bun book.Twelve year old Hans Thomas goes on a search for his mother. Accompanying him is his father from their home town in Norway to Greece. Han is unaware that his life would be changed forever. Hans Thomas will discover a whole new world filled with mystery. The protagonist takes the readers on a journey as he uncovers the truth about existence and living as he makes the journey with his father. However, Hans Thomas ‘s father had some unethical behavior like smoking which he taught his son and there were instances that they both made stops to smoke together as they journeyed. While stile on their journey, a strange bearded man gives Hans Thomas a magnif ying glass and tells him that he will need it. After a short while Hans Thomas and his father stop in a roadside cafe where Hans Thomas gets a giant sticky bun to eat on his journey. Hans Thomas gets surprised when he finds a tiny book that has small writings that cannot be read with naked eye. Hans starts reading the small book with the aid of the magnifying glass. The Books writing was too small to be read with the naked eye so he begins to read the tiny book using his new magnificent glass. As Hans Thomas continues to read the little book, he discovers that there is a huge connection between him and the sailor described in the book. For example, there is a scene where the sailor finds himself on an island whereby a deck of cards mysteriously come to life. With the help of the magnifying glass, the sticky bun book becomes more interesting as he continues to read it in secret. Generally, the story focuses on a mysterious tale in a strange island, A man by the name Frode owns a pack of cards as well as a drink and in his strange manner, he thinks he can drink anything. As Hans reads, there is the realization that the book has similar implications in his own life and that in a strange manner, he is also a part of the tale it unfolds. A string of strange events occurs on the journey. The sticky bun book In the book sticky bun, there is a storyline of an old baker who is given an amazing drink by the grandfather. The drink came from an island that the grandfather was shipwrecked on as a young man. In this island there is also an old sailor by the name Frode and 50-three other people. Despite not having names the 50 three other people referred to themselves as the numbers of cards (52 cards plus a joker). The red suits are all the women apart from the kings and jacks, whereas all the black suits are all the men except for the queens and aces. Frode then developed a crush on the ace of hearts because she was enchanting even though she was forever losing herself. Th e cards equal to the 50 three

Human Resource Managers in a Multinational Company Essay Example for Free

Human Resource Managers in a Multinational Company Essay 1. ‘To what extent are human resource managers in a multinational company restricted by cultural and institutional factors in implementing policies and practices across their subsidiaries? Discuss your answer giving examples.’ In the face of globalization, organisations struggle to develop the human resource management strategy (HRMS) between global integration and local differentiation. This is regarded as a critical concern for multinational enterprises (MNEs) since they suffer from cultural and institutional differences to integrate HRM practices and shape HRM activities to operate abroad. Regarding that, each cultural and institutional factors are developed over its history with unique insight into managing the organisation, the appropriate HRM practice would vary. The differentiation in national culture and institution call the different management practices that need to be concerned significantly especially for multinational companies’ managers. Researchers highlight the congruence between these factors and HR practice for higher organsational performance. When the HRM practice fits with the basic value shared by employees, the job satisfaction, employee motivation and commitment will be attained. This comes with the implication that cultural and institutional factors are pivotal in shaping the decisions and policies of managers of organisations. In this essay, it will explain what is the institutional and cultural factor with theoretical approach. After that it will suggest implications of institutional and cultural perspective for International Human Resource Management to answer how these factors influence in implementing management policies and practices. According to Hofstede (1991), Culture refers to the â€Å"shared sets of beliefs, values and norms† that is programmed into an actor’s mind. It is regarded as the psychological ‘software’ and sets of informal rule, while institution is more ‘hardware’ of modified and negotiated legal systems that actors follow. The institutionalism emphasises the legitimacy, which organsations struggle to acquiring and maintaining in relation to the environment. One of the new institutionalist theories, the ‘Variety of capitalism’, treats the corporation as a relationships network that locates organisation in its  stakeholders with employees and with competitors. The approach highlights the importance of institutional complementarities that argue the success of an organisation depending on the capability to coordinate effectively. The theory draws two types of political and economic structures across nations. One is the liberal market economic orientation (LME) and the other is the coordinated market economic orientation (CME). Companies in some North-Western European countries including Germany and Switzerland with CMEs tend to have highly structured arrangements in labour market that form strong trade union. Banks in these countries are highly coordinated with firms and have long-term capital. In contrast, there are loose hire and fire labour market regulations and dispersed international investors in the U.K and U.S.A where classified as LMEs. The source of finance in these countries is the stock market, with the clear difference. The figure1 demonstrates that corporations in these different types of systems do not operate in the same market. Figure 1. Institutions across sub-spheres of the political economy Source: Hall and Soskice, (2001) It shows the positions of OCED countries that describe institutional character in the financial and labour market. The higher development in a stock market implies higher dependency on market coordination with emphasis on financial criteria, whereas a higher degree of protection for employees is likely to rely more on non-market criteria. The flexible labour market in LMEs is suitable to easy access to stock market capital. Due to the competitive market conditions, firms in LME markets highly emphasise the financial performance rather than long-term strategies. Nervous investors such as those from the hedge fund tend to hesitate to investing in companies with long-term and uncertain employee training that ties capital in workers’ skills. Conversely, long-term employment arrangement and long-term capital remain in the essence of CMEs. The institutional considerations lead to different types of organisational behavior and investment patterns that shape different HRM policies and practices. Firms in LMEs emphasise short-term competition that likely treat  employees as disposable resources. Employees’ performances are appraised individually with a financial incentive system so managers are empowered to control HRM with considerable autonomy. Investments in employee training and development are classified as ‘overhead.’ `In contrast, HRM polices in CMEs regard employees as valuable assets for sustaining a competitive advantage thus tend to make a greater effort in investments in product innovation and employee development encouraging employment stability. In the system, the higher degrees of job security and work force commitment are derived, since its employment regulation and laws are protected from strong trade union and government. Moreover, different business systems across nations also significantly impact HRM issues. The issues including working hours, scheme of performance appraisal and job contract are highly influenced by local institutional arrangement. The MNCs in Japan prioritize work organisation, which contains quality oriented and flexible practice, and their HR practices are adopted to be suitable with this approach. Likewise, German MNCs, where short run financial ratio is not a greater concern, rely more on long term strategies that highly regulate the hours of work and worker participation. In this regard, the ability of MNCs to fit various institutional arrangements with the local environment is essential to have an advantage in global operations. The evidence from the survey conducted by Guest and Hoque (1996) show that MNCs in Germany do not implement their ‘best practices’ into subsidiaries in the U.K. such as long-term employment plans, union perception and employee training. Another crucial factor managers from MNCs should consider for effective HRM is culture. It is assumed as ‘the major source of differentiation’ in managerial behavior among different nations. One of the most widely cited approaches to culture, Hofstede’s study (1980), classifies four cultural dimensions based on the survey data from 116,000 IBM employees. The study suggests possible origin and consequence for managerial behavior in different dimension contexts. Power distance reflects the dependent relationship between superior and subordinate. Companies in high power distance subordinate have high dependence to superior with greater reverence through the hierarchical structure. Uncertainty avoidance measures different degrees of preparation for future risk and ambiguity. In risk adverse  organisations, rule making and bureaucracy are placed to deal with possibilities of risk and members prefer to behave what they are expected. Individualism versus collectivism dimension reveals the different level of desire to feeling that they belong with a group. At last, masculinity versus femininity dimension presents different values that masculine and feminine society prefer differently. Highly masculine societies have a higher tendency to be competitive since high earning and challenging careers are important values for employees. In societies with femininity tendencies, values related to satisfaction, security and cooperation are emphasised. The study highlights the importance of culture to coordinate different managerial behavior for international businesses. Another cross-cultural approach, Hall’s study (1976) classifies cultures into low and high context cultures, each with distinct demands and preferences. The culture characterizes the nature of human relationship, communication and authority. For example, the line of distinction between high and low context cultural communication has been particularly documented. According to Hall and Hall (1990), in high context communication, speakers tend to utilize relative indirect style of communication. On the other hand, in low context communication, speakers often employ more or less direct communication style. Clearly, these communication dimensions area is an overlap of the individualism-collectivism from Hofstede’s study. Collectivist societies often concern about minimizing the chances of hurting other parties. These groups emphasise the value conformity and traditions. It is for this reason that they prefer to use high context communication. The team members of collectivists often prefer communicating directly with their leaders. They are often concerned about avoiding responses that are negative, a move that is aimed at maintaining harmony. Any form of communication is aimed at fostering interpersonal communication. The tendency is reversed in individualist societies where each member pays more attention to personal goals and interests. The different communication styles and human relationships naturally relate to the different preferences of organisational structure that shape the HRM practices and policies. The culture influences multiple aspects of HRM, thus it is likely to be  effective when HR practice and policy fit with the culture. In regard to recruitment, collectivistic cultures prefer network based recruitment method like employee referrals. The method is supposed to enhance employee commitment and loyalty that strengthens the social network. Since collectivism highlights cooperation rather than individual achievement, it more considers candidates’ ascribed statuses more than personal skills and knowledge. Conversely, employers in an individualistic organisation select candidates based on necessary abilities through highly structured methods such as bureaucratic interviews. Similarly, the organisation with high uncertainty avoidance index prefers open recruitment with the use of more structured selection method as it is highly correlated with formalisation. In terms of performance appraisal, individualised appraisal and rewards are highly correlated with individualism and lower degree of uncertainty avoidance. Regarding that various reward practices based on individual performance would result in uncertainty it is less likely to emerge in risk adverse society. The incentive scheme may also not be needed in high power distance cultures since subordinates are more likely to be motivated by superiors’ direction. The merit-based selection and promotion, which consider individual performance and contribution to the organisation is related to individualism and low level of power distance. It is opposed to the value from collectivism and femininity that emphasise group harmony and cooperation. In conclusion, institution and culture significantly influence in managerial behavior. It is needed to take institutional and cultural factors into consideration in shaping and adopting management policies and practices. Cultural and institutional factors are so varied that they integrate all the factors oriented towards social and ethical responsibilities, which is a major focus for contemporary organisations. Cultural values demands that decision and policies that managers make reflect the interests of the society, including those of the institutions. Since the inappropriate management concept may trigger misunderstanding and conflict among subsidiaries it is vital for effective management. Clearly, Institutional and cultural researches contribute to analysing and understanding various manifestations of HR across a border. However, managers should take careful  consideration before implementing specific HR practices or policies to prevent overly deterministic connection from the theoretical context. In order to achieve successful performance, MNCs have to adjust and moderate management practice in accordance with the local environment. The differences in a business system, local environment and culture between home and host countries are the significant determinants for both evolutions. References: [1] Aycan, Z. (2005), ‘The interplay between cultural and institutional/structural contingencies in human resource management practices’, International Journal of Human Resource Management, 16(7), pp. 1083-1119. [2] Earley, P.C. (1994), ‘Self or group? Cultural effects of training on self-efficacy and Performance’, Administrative Science Quarterly, 39(1), pp. 89-117. [3] Gomez-Mejia, L.Y Welbourne, T. (1991), ‘Compensation strategies in a global context’, Human Resource Planning, 14. pp. 29-42 [4] Guest. D. Hoque, K. (1996) National Ownership and HR Practices in UK Greenfield Sites, Human Resource Management Journal, 6(4), pp. 50-74. [5] Hall, E.T. (1976), Beyond culture, New York: Anchor Books [6] Hall, E.T. Hall, M.R. (1990) ‘Understanding Cultural Differences’, Yarmouth, MA: Intercultural Press. [7] Hall, P.A. Soskice, D. (2001) ‘An introduction to varieties of capitalism’ in Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, Oxford: Oxford University Press [8] Hofstede, G. (1980), Cultures Consequences: International Differences in Work-related Values, California: Sage Publications [9] Hofstede, G. (1991), Cultures and Organizations: Software of the Mind, Berkshire: McGraw-Hill [10] Tsui, A.S., Nifadkar, S.S. Ou, A.Y. (2007) ‘Cross-national, cross-cultural organizational behaviour research: Advances, gaps and recommendations’, Journal of Management, 33 (3), pp. 426–478. [ 1 ]. Earley, P.C. (1994), ‘Self or group? Cultural effects of training on self-efficacy and Performance’, Administrative Science Quarterly, 39(1), 89-117 [ 2 ]. Hall, P.A. Soskice, D. (2001) ‘An introduction to varieties of capitalism’ in Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, Oxford: Oxford University Press, Page 1. [ 3 ]. Hall, P.A. Soskice, D. (2001) ‘An introduction to varieties of capitalism’ in Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, Oxford: Oxford University Press, Page 4. [ 4 ]. Tsui, A.S., Nifadkar, S.S. Ou, A.Y. (2007) ‘Cross-national, cross-cultural organizational behavior research: Advances, gaps and recommendations’, Journal of Management, 33 (3), pp. 426–478. [ 5 ]. Aycan, Z. (2005), ‘The interplay between cultural and institutional/structural contingencies in human resource management practices’, International J ournal of Human Resource Management, 16(7), pp. 1083-1119. [ 6 ]. Gomez-Mejia, L.Y Welbourne, T. (1991), ‘Compensation strategies in a global context’, Human Resource Planning, 14. pp. 29-42

The Difference Between International Banking And Global Banking Finance Essay

The Difference Between International Banking And Global Banking Finance Essay To define a banking system as International or Global is quite difficult because there is no clear-defined Bank system model. We can make a certain classification by looking at the way in which foreign assets are funded and liabilities are managed. The international model of banking system relies more in Centralised funding which means that assets funds and liabilities (gathered mostly by bank domestic market) are shared among the main Bank units and then allocated to other member of the banking group. While Multinational or Global Banking has a more decentralised tendency which means that funds and liabilities are local claims. To diminish our uncertainties regarding the banking classification we can see the currency in which rely the bank assets and liabilities. In this way we can see the dependency on foreign exchange of the cross-border funding. International Banking is very dependent on foreign exchange rather than Global Banking which use local currencies and consequently elimi nates transfer and exchange rate risks. Identify five ways in which a bank headquartered in the USA can fund loans to a borrower in Japan, and classify them as examples of international or global banking Real life examples can give us a better understanding of Banking System models. We can take into account a Bank which its main offices are situated in USA. We can distinguish five ways where this bank can fund loans to a borrower located in Japan. Looking carefully the way this funding is done, we can make a certain classification as International or Global Banking. USA customers deposit their money to Bank Head Office which follows these funds to Japan gives them as loans to Japan borrowers. Since this process involves cross-boundary it is considered as International Banking. USA customers deposit their savings to Head Office which in turn deposits these funds at its Bank Unit in Japan. The Bank unit can give these funds as loans to Japan borrowers. This is also an International banking system. Another way to move funds is that Head Office gets Japan deposits and in turn gives loans to Japan borrowers who need financing. So the whole process is done by the head office in USA without involvement of any bank unit or USA saver. This is International Banking classification again for the same reason. If a Bank unit in Japan takes deposits from Japan savers and gives these funds as loans to Japan Borrowers then we are in the same country, so it called Global Banking system. Still we have the same system as the last one when the USA saver deposit their saving to Bank units in Japan and the funds goes for Japan borrowers. The ratio of locally funded foreign assets to total foreign assets is referred to in the reading. What value will this take for a pure global bank? What will be the value for a pure international bank? Use the data provided in you case study to illustrate this. The foreign assets, especially the ratio of cross-border assets to locally funded ones, is the best measurer to classify a banking system as International or Global. Since it is difficult to have a banking system totally Global, this measurer ratio would be, (total local assets)/(total foreign assets)=1. For banking system totally International this ratio would be 0. If we have another measurer ratio such as, (total cross-border assets)/(total foreign assets)=0 for Global Banking and 1 for International banking. These are the sides of the segment and the most of the banks relies between these sides. Identify five reasons for the move away from international and towards global banking since 1980s. According to BIS reporting data at the reference Global Banking System, we can see the movement that banking system had during certain different periods. If we choose a starting point such as year 1980 till now, we can see that Global banks has been expanded more than International ones. Especially US Banks local claims has been increased by 400% instead of the foreign claims which were increased by 55% (Bis Reporting Data table). We can identify some reasons to explain how this shifting is done: Most of Bank strategies tended to increase their assets and liabilities in foreign markets. This goal is achieved by trying to make the saving customers into more credit card holders or mortgage customers. Another reason for the shift was by increasing the market of Bonds and Securities. So, the aim was to increase borrowers of local obligations or local government bonds. The period of 80 is known as Debt Crisis, where most of the banks couldnt pay back their debts (region as Latin America was most hit by this crisis and also other well-developed countries). In such Market Risk, moving toward global banking was a good solution to reduce risk. Also, having different currencies in different countries makes the exchange of currencies very risky for bank transaction and funding. So, having the funds in a country and investing those funds there eliminates this kind of risk. Acquisitions of cross border banks and by expanding existing operations was one of bank strategies that makes banks more and more global. If we look back at 90s the data show an increase of inflows in some developed countries by 21 % (UNCTAD (2001)) and this came by merging and acquisitions. Another reason for expansion of Global Banking are the countries restriction which are becoming more and more easy in the meaning that they are becoming more opening to new financial institutions. Having lots of country boundaries like financial laws or any other restrictions makes the global system quite difficult to enlarge. Why is Europe an exception? use data from you case study Reading through the article Global International Banking, we can see that the regions involved are mostly of USA or Asia. So, Europe its not so much involved in this kind of Globalisation. Even from the data in table 1 ( BIS Report 2001) we can see that Europe countries has a high number on international claims (Europe area shares almost 38.6 %of international claims vs all countries and Western Europe shares 62.2%) This is possibly due to the main head offices which are located in Europe, in countries like London, Amsterdam, Zurich and Luxemburg and thus they tend to have more cross-border activities. These activities are also strongly related to Europe money market. The goal is to have cross-border funds in order to strength the position of Euro currency and also to increase local claims in Europe. Also many large business companies tend to have securities and obligations in other countries outside Europe using the funds raised up in Europe in euro currency. Such activity increases the competition between these large companies and tends to avoid main retail transactions in Europe countries. Also there are other factors that exclude Europe from this shifting towards global systems such as, Institutional ones. The existence of Cartel groups makes difficult the shift because of the fear of losing the group value. Also most of the Europe banks are affected by different regulatory systems, differen t tax and labour laws, accounting and reporting systems, and also having different country restrictions in Europe, impede the shifting to global systems. Distinguish between Transfer Risk and Country Risk. How does global banking diminish Transfer Risk? Every banking system, International or Global involves certain kinds of risk such as Country Risk, Transfer Risk and other risks hanged on by the institution itself. Since these systems lay down in different countries, they face the countries restrictions e.g country economic, political, social. From this tendency comes factor such as interest rates, currency evaluation or other issues (not dependant on country economy, such as natural disasters) which may affect a lot the foreign investor. The risk that arises from the country, in which it is being invested, is called country risk. Part of such risk can be considered Transfer Risk. This is due to preclusion of exchanging the foreign currency to the country one to make transactions. The transfer risk is limited to country in the terms of the countrys demand for foreign currency and also to the foreign exchange which could fluctuate in different periods. Investing in one country and using those funds for loans or other possible invest ments, like global banking does, diminish the transfer risk in terms of currency devaluation. International banking involves funds transfer through the countries and in this way the transfer risk is at high levels. During the Argentine crisis, USD deposits and USD loans were treated differently by the Argentine authorities. Deposits remained in USD, while loans could be repaid in pesos at a devaluated exchange rate. What are the implications of this for global banking strategies? Include some data from the case study When a country is in financial crisis, happens that lots of foreign investors move away, inflation goes up, unemployment arises and other effects take presence in that country like Argentina in our case. The Argentine government took a decision to treat bank deposit in USD and loan instalments to be paid in pesos. Having peso currency depreciated, makes that the exchange rate between Dollar and Peso to be high (more peso for one dollar). When the exchange rate is high, the effect it has on interest rate is that it goes down. by keeping at low level the interest rate of the country, more money will be in circulation, and more cash flows for any investment. In this kind of situation, Argentina can be attractive to new investors, especially global banks which operate locally. The government decision has an effect on local claims in local currency. In this way the peso currency gains strength foreign reserve in USD can be kept at the same level as the cash circulation. Since the ratio lo cal claims versus international claims was 34% (table 1, BIS reporting (2001)) the government tented to increase such ratio. Argentina is a good example of shifting from international to global system because such a decision helps global strategies to be developed in this country and to diminish transfer risk. Part Two: Capital Flows in East Asia since the 1997 crisis In what sense can the net capital outflows from East Asia since the 1997 crisis be said to have supported the global economic and financial system in recent years? Explain your answer fully. The 1997 was a year to be remembered for countries like Thailand, Malaysia, Indonesia and other countries that form the East Asia region. Due to lack of financial system and poor governance, those countries were affected by stock market devaluation, asset prices going down and also currency devaluation. Having such financial problems, lots of investors move away causing capital withdraws. But since then, gradually improvements have been made by passing from account deficit to account surplus valued at $88 billion. Current account balance surplus or deficit shows how well the net foreign assets of that region are and in the calculation are included government or private payments of the certain period. The net capital flows from East Asia to other part of the world involved the creation of foreign exchange reserves. Viewing the data (BIS Quarterly Review (2003)) between two references of times 1998 and 2003, we can see that the region reserves has been growing time after time, increasing in this way the global reserve by almost 50%. But the usage of this reserve didnt focus on region domestic investment but to other part of the world. The country, which played a great role in region recovery, was United States. Having current account deficit in the same period, at about $240 billion (BIS Quarterly Review (2003)) United States imported for East Asia region a net value of $116 billion. In other word we can say that United States invested in Asian assets with high risk and the region gradually transferred the risk to global markets which want to diversify their investment portfolios. Despite this growing there are some criticisms regarding how well can this reserve be used on the region itself and not to the rest of the world. But what are the benefits from the yield of the foreign exchange reserve comparing to the investment inside the region. What can be the profits in each case? The region main profits on the first case are by balance payments in order to have assets in financial markets at the rest of the world, and this is called risk free global market. The other case is to invest in the region, and in this way to improve the regions financial market. Some critics believe that in the last case there will be much more profits than the first one and makes the reserve less rational. Another critic is done to the net Capital outflows in the sense of externalities involved in the process. As we all now, Externalities are behaviours or any financial decision which dont takes into account the country or region interest. In our discussion we can say that the resources of the region are putting into work for the other part of the world rather then for the private companies or corporate. In what sense have the gross flows of capital into and out of East Asia involved an international exchange of risk that is restoring and strengthening national and corporate balance sheets in the region and rendering the regions economies more resilient? Explain your answer fully. Capital flows have two point of view in which has to be seen, capital inflows or capital entering in the region and capital outflows or capital going out of the region. Both ways of flows involves risk in the process, but this risk involves different counterparties. What is in common, is that Capital flows in East Asia has been influenced by so called, Foreign Direct Investments (FDI) which was the main source of capital inflows in the region and data shows that before the 1997 crisis the region was receiving almost 20% of global FDI. Even after the crisis, the region had some difficulties to attract new investments but still the FDI were at high level, especially in China. The main FDI for the region are USA, Japan and investments between the regions countries. In 2002 East Asia was having 16% of net USA FDIs and 15% of Japan net FDIs. Also, having trade arrangement between regions countries is one of the possible investments flows. Being in an international exchange of capital flow s, it involves risk for sure and it comes in different forms such as, portfolio investments and bank channels. Equities of portfolio in the region went down after the crisis, especially in Thailand (80% between 1996 and 1998 (Graph 5, BIS Quarterly Review (2003)). Gradually region equity market got some strength and local equities versus international equity began to be more correlated. This was due to exports, industrial production and the region economy as a whole. Even, foreign bank lending to the region fell dramatically after the crisis. If we look at graph 6 (BIS Quarterly Review (2003)) we can see that Japanese banks reduce their claims on East Asia. Some of East Asia banks sold their debts to USA investor and other corporate bonds were sold in international market. In contrast to counterparties involved in the inflow of capital process, the outflow process is through bank channels. After the crisis East Asia began to buy securities of US Treasuries, US Agencies and some European and Japanese government debts which we know that they are low risk. Also banks began to have deposits outside the region, in international banks. Paying back low-risk debts and selling its own equities, East Asia was giving to the outside world secure capital and in turn its financial structures, such as corporate balance sheets were getting stronger. But if we compare the yield from capital inflows and the yield from capital outflows, data shows that East Asia during 1997-2002 is getting less than its giving. But, from this exchange of capital the region is getting liquidity. But, how much could East Asia earn if the capital on gross basis have been invested in the region and not to flow outside it. Till now, only USA had more benefit by East Asia, and local market bond of the region has been left behind.

Mahatma Gandhi vs. Mao Essay -- Compare Contrast, Comparison

Gandhi vs. Mao Mao and Gandhi became key leaders in each of their countries, India and China. Although they both wanted very similar things to happen to their countries, they used very different tactics. The main points in their rules where economical, political and social. And all points affected their people in many ways. First, to make each of their countries stronger economically Ghandi and Mao changed laws and broke rules. During the British rule in India there was a salt tax, which made it very hard for the people of china to buy salt, but it was illegal for them to make their own salt. Because Ghandi did not think this tax was righteous, on. In 1930, March 12th, he and eighty other people walked in the "salt march." The salt march was a walk of approximately 240 miles to the Arabian see where they could make salt, illegally. Many people found the "salt march" meaning full. And Ghandi became a larger economic leader. Another way that Gandhi made India more powerful economically was spinning and wearing the traditional clothing of India. By doing this all people of India did not purchase and western clothes, which knocked a chunk out of the British economy thus adding to end of British rule in India, and making the country of India wealthier because they were not buying western clothes owned, buy B ritish shopkeepers. On the other hand Mao did not have a government to battle against to make china more powerfully economically. When Mao and his followers where on the long march they would go through small villages and towns taking the land away from the land owners and give the land to the peasants who worked on the land, who had been kept in poverty by the landowners for many years. This made Mao well known through out c... ...estern and made a student army that killed and destroyed anything western. Mao and Gandhi made a great impact on their countries socially by getting rid of things like the caste system. But Gandhi has been looked up to by other people and has passed on what he did to make the world a better place. But Mao brought death when he thought that his country was getting out of control and that is not something to look up to. Both Mao and Gandhi made their countries what they are today socially, economically, and politically. Both by taking the same things and using them in different ways. Gandhi on one hand was more peaceful and did not believe in war. And wanted the whole of the country to unite as one. Mao on the other hand, was more military induced and used war to sometimes get what he wanted. China and India could not be what they are today with out Mao and Gandhi.

Critiquing Gender Constancy as Practice and as Model :: Gender Sex Research Essays Papers

Critiquing Gender Constancy as Practice and as Model "What is REAL?" asked the rabbit one day..."It doesn't happen all at once," said the Skin Horse. "You become. It takes a long time. That's why it doesn't happen often to people who break easily, or have sharp edges, or who have to be carefully kept. Generally, by the time you are Real, most of your hair has been loved off, and your eyes drop out and you get loose in your joints and very shabby. But these things don't matter at all, because once you are Real you can't be ugly, except to people who don't understand." A current debate in Developmental Psychology centers around when gender labeling, identity, and stereotyping first occur in children, and how the timing of these events correlates with a moment in every child's life where they reach what is called "gender constancy." Gender constancy, briefly, is the knowledge that the mechanical sex one has been assigned will always be his or her sex, but also the knowledge that he or she will always be a girl or boy, and the characteristics that go along with that gender are a part of his or her permanent future identity. Before the age of around three or four, children state that they believe that they can grow up to be a different gender than they are now, and they can change genders based on how they dress or cut their hair. I guess fortunately slower than many children, I struggled with this concept of gender constancy long after mastering that rabbit-hat illusion, and it never really caused me a great deal of pain or confusion until the end of high school. The fact that I never really liked girls, but that I was a girl never really occurred to me as a problem. Looking back now, I was such a contradiction because I did so many "girl" things, but I didn't think I respected "girl" things. I could easily observe and then decide not wear make up or high heels and my protests of "girl" were obvious, but I was quiet and polite in my way of acting and speaking I didn't have gender constancy when I was 3 or 4; I was 18 when I finally realized, "I'm a girl", and despite my respect for "boy" things, I was never going to be a boy, and although I could do as many "boy" things as I wanted, society would always treat me differently.

Bonnie & Clyde Film Analysis

The 1967 film Bonnie and Clyde took many liberties with the infamous couple's true story. It is to be expected coming from Hollywood but is nevertheless disappointing if you're looking for accuracy and fact. From their meeting all the way to their death scene the film is riddled with inaccuracies and half-truths. In the life accounts of Bonnie and Clyde, the couple met at a friends house, becoming inseparable. In the film, a cocky and arrogant Clyde is creeping around outside of Bonnie's house, casing out her mothers car to steal.Bonnie catches him and goes with him to town and watches him rob a grocery store before jumping into the car to escape and molesting him as they speed away. After watching the documentary, the first few scenes in the film seem overly forced and unbelievable. I'm sure that was all added for dramatic effect and to garner interest in their story, however it seems to me that instead of stealing out of necessity and frustration as Clyde had started out, the film seems to show him acting out of pleasure.The film skips completely around Clydes Back story and the reasons why he is robbing in the first place. They don't seem to take much account of his criminal past and prison time except to mention him cutting off his toes twice. The film also would lead you to believe that Bonnie is slutty and wild in nature, someone who is always craving more out of life and can only find it by running around with Clyde shooting people. I think in the effort to make this film seem exciting and grand the producers left out the important information about how Bonnie and Clydes relationship really grew.They left out the mention of all of the love letters the couple exchanged that undoubtedly deepened and pushed their love for each other along in life. As a matter of fact they didn't show or allude to any separation of the couple at all in the film. While the film did stray and change their story, they did ad some interesting imagery leading up to and during the death scene. In Bonnie's poem about her and Clyde she uses the line â€Å"If they try to act like citizens and rent them a nice little flat, about the third night they‘re invited to fight by a sub-guns rat-tat-tat†.In an ironic twist the producers end the movie with the couple being killed while trying to do a normal good citizen type deed. It is after Clyde stops to help W. D’s father with his tire that the couple is killed in a hail of gunfire. The editing in the death scene also shows a flock of birds being startled from the tree row right before the gunfire starts. You see the birds take off and watch as Bonnie looks to the birds and trees, and can see the recognition on her face that something is very wrong.In her poem Bonnie also mentions pigeons along with spotters and rats, in reference to police or â€Å"the law†. Fitting then that the pigeons take off from the trees that the cops themselves are hiding in, making Bonnie and Clyde aware that somet hing is about to happen. One of the central themes that you can follow in the film and in Bonnie and Clyde's real lives is the idea of family. You can see that Bonnie and Clyde kept a tight knit group in the film and in life. Clyde taking on a father figure to Bonnie as well as a lover of sorts.Clyde's brother Buck was his literal brother and also seemed to act brotherly toward the group as a whole, He helped them along and offered encouragement. His wife Blanche was the motherly conscious of the group, trying to get them to stop and act right. W. D. In the film was a composite of several characters, acting as kind of a slow little brother at times and also filling the role of some of Clyde's prison buddies. The film portrayed W. D. As someone who blindly followed Bonnie and Clyde, admiring and emulating them in an effort to impress them and make himself a needed member of the group.Bonnie and Blanche did not get along, but Bonnie went so far as to take on a motherly role to Blanche as well in the film, comforting her and in one scene, caring for the wounds to Blanches eyes, It is also hinted at in the film that W. D. Had a crush on Bonnie or thought to impress her in some way. Also noticeable is how the group really does need each other, They each fill a familial role and are always looking out for each other during their gun battles with the police. It is seen many times in the fact that they are constantly slowing down the car to let one of the group jump in as they escape.In many of the car scenes you can see them holding onto each other, tending to their various wounds. In one scene in particular you can witness the love that both W. D. And Clyde both share for Bonnie as she is hit by gunfire and laying out in a field. W. D. And Clyde both appear distraught and steal a car before carefully picking Bonnie up and taking her away. This leads to W. D. Taking the couple to his fathers home and insisting on their care, When his father insults the pair in conver sation with W. D.And criticizes his son for a large chest tattoo he has gotten, the producers make a big deal to show how indignant W. D. Gets about it, stating that Bonnie thinks the tattoo is great and then defends his friends to his father. The last bit of difference between real and film that didn't go over well with me was how the film depicted the death scene. It is made very apparent in life and in the film that Bonnie and Clyde desperately needed each other emotionally in a very real way. Throughout their time together from words and actions it is made plain that they love each other very deeply.It is also simple fact that they did indeed die together side by side in the car. In the real photos you can see Clyde in the drivers seat slumped over and riddled with bullets. Bonnie physically rests against him on his right shoulder in death, the two are physically touching in their final moments. The film took that away from them, depicting Bonnie as dangling upside down out of t he car while her lover is outside of the car laying face down in the dirt. Overall, I think this was one of the biggest differences between the film and life that should not have been altered.

Culture and It’s Elements Essay

Culture (Latin: cultura, lit. â€Å"cultivation†)[1] is a modern concept based on a term first used in classical antiquity by the Roman orator, Cicero: â€Å"cultura animi†. The term â€Å"culture† appeared first in its current sense in Europe in the 18th and 19th centuries, to connote a process of cultivation or improvement, as in agriculture or horticulture. In the 19th century, the term developed to refer first to the betterment or refinement of the individual, especially through education, and then to the fulfillment of national aspirations or ideals. In the mid-19th century, some scientists used the term â€Å"culture† to refer to a universal human capacity. For the German nonpositivist sociologist Georg Simmel, culture referred to â€Å"the cultivation of individuals through the agency of external forms which have been objectified in the course of history†.[2] In the 20th century, â€Å"culture† emerged as a central concept in anthropol ogy, encompassing the range of human phenomena that cannot be attributed to genetic inheritance. Specifically, the term â€Å"culture† in American anthropology had two meanings: (1) the evolved human capacity to classify and represent experiences with symbols, and to act imaginatively and creatively; and (2) the distinct ways that people living in different parts of the world classified and represented their experiences, and acted creatively. Distinctions are currently made between the physical artifacts created by a society, its so-called material culture and everything else,[3] the intangibles such as language, customs, etc. that are the main referent of the term â€Å"culture† SOCIAL ORGANIZATION  · Creates social structure by organizing its members into small units to meet basic needs.  · Family Patterns: family is the most important unit of social organization. Through the family children learn how they are expected to act and what to believe.  · Nuclear family: wife, husband, children. This is a typical family in an industrial society (US).  · Extended family: Several generations living in one household, working and living together: grandparents, aunts and uncles, cousins. Respect for elders is strong.  · Social classes: rank people in order of status, depending on what is important to the culture (money, job, education, ancestry, etc.) CUSTOMS AND TRADITIONS  · Rules of Behavior are enforced ideas of right and wrong. They can be customs, traditions, rules, or written laws. RELIGION  · Answers basic questions about the meaning of life.  · Supports values that groups of people feel are important.  · Religion is often a source of conflict between cultures.  · Monotheism is a belief in one god.  · Polytheism is a belief in many gods.  · Atheism is a belief in no gods. LANGUAGE  · Language is the cornerstone of culture.  · All cultures have a spoken language (even if there are no developed forms of writing).  · People who speak the same language often share the same culture.  · Many societies include a large number of people who speak different languages.  · Each language can have several different dialects. ARTS AND LITERATURE  · They are the products of the human imagination.  · They help us pass on the culture’s basic beliefs.  · Examples: art, music, literature, and folk tales FORMS OF GOVERNMENT  · People form governments to provide for their common needs, keep order within society, and protect their society from outside threats.  · Definition of government: 1. Person/people who hold power in a society; 2 Society’s laws and political institutions.  · Democracy: people have supreme power, government acts by and with consent.  · Republic: people choose leaders who represent them.  · Dictatorship: ruler/group holds power by force usually relying on military support for power. ECONOMIC SYSTEMS  · How people use limited resources to satisfy their wants and needs.  · Answers the basic questions: what to produce, how to produce it, and for whom.  · Traditional Economy: people produce most of what they need to survive (hunting, gathering, farming, herding cattle, make own clothes/tools).  · Market Economy: buying and selling goods and services  · Command Economy: Government controls what/how goods are produced and what they cost. Individuals have little economic power  · Mixed Economy: Individuals make some economic decisions and the government makes others.

Policing Paper †The Chicago Alternative Policing Strategy (CAPS) Essay

Over the last 20 years, a new concept of policing has emerged that will replace the law enforcement aspects of an officer’s duties and replace them with crime prevention.   This new concept is community policing, which â€Å"should develop partnerships with neighborhood residents, develop programs tailored for specific problems, and give rank-and-file officers more decision-making freedom with regard to how best to deal with particular problems† (Walker & Katz, pg 50, 3).   Although this new approach to policing has been around since the 1980s, the city of Chicago was the first large police department to adopt the program city-wide with the announcement of the Chicago Alternative Policing Strategy (CAPS) in April 1993 (Skogan, et al., 2002).   This paper will explain the strengths, weaknesses, and future of the CAPS program. As explained above, the community policing concept allows the officer to become a problem-solver instead of a reactor by developing relationships within the neighborhoods in which the department serves.   CAPS adopted a five-step program to assist with this effort.   These steps include:  · â€Å"Identify and prioritize problems  · Analyze problems  · Design response strategies  · Implement response strategies  · Assess the success of response strategies† (Skogan, et al, 2002, pg 4,  ¶ 3). The five steps were accomplished through turf orientation and mobilizing city services.   The turf orientation consisted of 279 beats with nine or 10 officers assigned to each.   These officers were suppose to develop relationships and trust among the residents of each beat; however, due to the high number of 911 calls, the officers found that they did not have the necessary time to accomplish both tasks.   Therefore, the Chicago Police Department hired extra officers that were assigned to â€Å"free-roving rapid-response units† (Skogan, et al., 2002 pg 5,  ¶ 6). These free-roving units were responsible for handling the extra 911 calls and were not tied to a specific beat, which allowed the beat officers to remain within their territories long enough to establish trust and relationships with the public.   The beat officers also mobilized city services to help with the initial clean-up needed to deter crime and reduce the public’s fear of potential crime.   City ordinances were changed to expedite the removal of graffiti, abandoned vehicles towed, and abandoned or unsafe buildings demolished.   Malfunctioning street lights were also fixed, and civilian coordinators put in charge of providing the beat officers the necessary services they needed to solve problems within the community (Skogan, et al., 2002). Once the initial issues had been addressed, the beat officers needed to get the community more involved in the CAPS program.   The first step in this was to obtain citizen input about the concerns within the neighborhoods and create new roles for residents to ensure their neighborhoods remained safe.   Beat meetings were created to â€Å"serve as a forum for exchanging information and prioritizing and analyzing local problems† (Skogan, et al, 2002, pg 8,  ¶ 2).   These meetings were held on a monthly basis in church basements and park buildings, and allowed the beat officers and the residents of each community to become better acquainted.   However, many of these meetings ended up being filled with complaints from residents instead of prioritizing and creating action plans to correct problems.   Therefore, more training has been provided for beat officers and civilian facilitators in order to maintain order within the beat meetings (Skogan, et al., 2002). Residents were also given more roles to ensure the neighborhoods remained safe.   District advisory committees (DACs) were created to advise commanders of concerns and plan police-citizen projects.   These committees consisted of â€Å"community leaders, school council members, ministers, business operators, and representatives of significant organizations and institutions in the district† (Skogan, et. al, 2002, pg 11,  ¶ 2).   However, this aspect of the CAPS program has not evolved as originally expected.   Partly because the DACs have not thought strategically about correcting wide-spread problems, and partly because the DACs are not as diverse as they should be; leaving gaps in the representation of all races and social classes within a large area (Skogan, et al, 2002). Although there have been a few pitfalls in the implementation of the CAPS program, there have also been some improvements.   One such improvement includes crime analysis.   A crime-mapping system has been created that is updated continuously; allowing police the information needed for problem-solving and tactical operations.   The city has also implemented a new 311 system that is used for nonemergency situations (Skogan, et al, 2002).   Another improvement has included the creation of a roving task force that includes police, building, health, and fire inspectors.   This task force’s sole responsibility is to enforce antigang and drug house ordinances.   A third improvement includes the cooperation of city legal staff whom have set up offices within communities to assist police in reoccurring problems, prosecute hate crimes, and conduct seminars about crime prevention (Skogan, et al, 2002). Since the implementation of the CAPS program, Chicago has seen a decrease in crimes ranging from burglary, auto theft, street crime, gangs, and drug problems.   However, the future of the program greatly depends on the current motivation of residents, police, and city leaders.   The city must become creative in ways to maintain its current CAPS program during these difficult economic times that have affected budgets on the city, state, and federal level, as well as replace retiring leadership with knowledgeable and driven officers and sergeants (Skogan, et al, 2002).

Which Schools Use the Coalition Application Complete List

Which Schools Use the Coalition Application Complete List SAT / ACT Prep Online Guides and Tips Ah, October. The changing of the leaves, the onset of autumn allergies...and the knowledge for high school seniors that slowly but surely, college application deadlines are drawing ever nearer. If you're applying to schools in the U.S., you've probably heard of the Common App before, but you may not know about the relatively new Coalition Application. The Coalition Application works pretty much the same way as the Common App- it's an online application that you only have tofill out once (aside from supplements for certain schools). This centralized application system is a big time saver if you're applying to multiple Coalition Application schools. To help you figure out if you can use the Coalition Application for the schools on your college wishlist, we've listed all the current Coalition Application schools in this article, broken down by state. What Is the Coalition Application? The Coalition Application is a centralized college application, first pioneered in 2016 by the Coalition for College Access, Affordability, and Success (often just referred to as the Coalition for College Access). For colleges to use the Coalition Application, they must meet the following criteria: Be open to students of different cultural, socio-economic, and geographic backgrounds Have low or no-debt financial aid, meet full demonstrated need, or offer in-state tuition Have high graduation rates (for low-income and under-represented students as well as overall) Almost all schools that are Coalition for College Access members allow students to use the Coalition Application to apply for admission. (The exception are schools like Illinois State University, which is still in the process of transferring over its application system as of October 2018.) What this means for you as an applicant is that instead of having to fill out separate applications for each school, you can instead fill out one central application (the Coalition Application) and submit it to whatever Coalition schools you want to apply to. In addition, because of the eligibility criteria schools have to meet to use the Coalition App, you can be at least somewhat assured that you're likely to graduate and that when you do, you won't be carting along a boatload full of student loan debt. However, just because schools accept the Coalition Application doesn't mean that you can apply to dozens of schools with just one click. Many of the Coalition schools have application supplements you have to submit, which can be anything from a couple of informational questions answered with a drop-down menu to multiple additional essays.Plus, each school has its own application fee (although the Coalition Application does allow eligible low-income students and U.S. armed forces vets or active members to waive this fee). When you stare into the eyes of the piggy bank, the piggy bank stares back also. Luckily, the Coalition app makes it easy to waive fees if you're eligible- no need to trouble Mr. Waddles. Who Uses the Coalition Application? More than 140 schools use the Coalition Application, including colleges in 35 states and Washington, DC. Because of the Coalition for College Access's commitment to affordability, there is a mix of both public and private schools who use the Coalition Application, including schools in the University of Washington (WA), Rutgers (NJ), and SUNY (NY) systems. Public schools on the list tend to offer free or low-cost in-state tuition, while private schools offer loan-free (or no-loan) financial aid or aid that fully meets demonstrated need. The requirement that students at Coalition colleges have high graduation rates (for low income and under-represented students in particular) means that schools that accept the Coalition Application tend both to be strong academically and offer a good support system for their students. Interestingly, there are 23 schools who accept the Coalition Application but don't accept the Common App: School Name State Clemson University SC Elon University NC James Madison University VA Loyola Marymount University CA North Central College IL Rutgers University- Camden NJ Rutgers University- New Brunswick NJ Rutgers University- Newark NJ St. Mary’s University TX Texas AM University TX The University of New Mexico NM The University of Texas at Austin TX University of Florida FL University of Georgia GA University of Illinois at Urbana-Champaign IL University of Maryland- College Park MD University of Montana MT University of Oklahoma OK University of South Carolina SC University of South Florida FL University of Washington- Bothell WA University of Washington- Seattle WA Virginia Tech VA The majority of schools in the table above are public universities who have their own application system in addition to the Coalition Application. Being able to apply to these public schools through a centralized application system like the Coalition Application is a huge boon to students who aren't exclusively applying to schools in the same university system. Finally, the Coalition Application is accepted by the following highly selective colleges and universities: The eight Ivy League schools (Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, UPenn, and Yale). Many other highly selective universities, including Stanford, UChicago, Caltech, Northwestern, Vanderbilt, and Johns Hopkins. Top liberal arts colleges, including Williams, Amherst, Swarthmore, Wellesley, Bowdoin, Pomona, and Middlebury. Highly-ranked public schools like UMich (Ann Arbor), UNC Chapel Hill, UT Austin, and UVA. Complete List of Coalition Application Schools And now, for the moment you've been waiting for: a list of all the schools that accept the Coalition Application. Currently, 147 schools (all in the United States) accept the Coalition Application, but we'll be sure to keep this blog post updated with any changes. The following list is organized alphabetically by state.If you want to find out if a specific school uses the coalition app, you can search this page for it using ctrl + F. Arizona Arizona State UniversityUniversity of Arizona California California Institute of Technology (Caltech)Claremont McKenna CollegeHarvey Mudd CollegeLoyola Marymount UniversityPomona CollegeStanford University Colorado Colorado College Connecticut University of ConnecticutWesleyan UniversityYale University Washington, DC American University Delaware University of Delaware Florida Florida Southern CollegeFlorida State UniversityRollins CollegeStetson UniversityUniversity of FloridaUniversity of South FloridaUniversity of Tampa When I look at this picture of the Rollins College campus, I don't at all regret going to college in New England. Not one bit. Especially not in December-March. Katy Warner/Flickr. Georgia Emory UniversityGeorgia Institute of Technology (Georgia Tech)University of Georgia Illinois Illinois State University (pending)Knox CollegeNorth Central CollegeNorthwestern UniversityUniversity of ChicagoUniversity of Illinois at Urbana-Champaign Indiana Depauw UniversityIndiana University- BloomingtonPurdue UniversityUniversity of Notre Dame Iowa University of Iowa Kentucky University of Kentucky Maine Bates CollegesBowdoin CollegeColby College The Bowdoin Bear not only serves as a memorial to Bowdoin alum and North Pole discoverer Admiral Peary- it also serves as a warning to prospective students of what Maine winters are like. Seth Glickman/Flickr. Maryland Johns Hopkins UniversityLoyola University MarylandSt John's CollegeUniversity of Maryland- College Park Massachusetts Amherst CollegeBabson CollegeBoston UniversityCollege of the Holy CrossHarvard UniversityMount Holyoke CollegeNortheastern UniversityFranklin W. Olin College Of EngineeringSimmons CollegeSmith CollegeTufts UniversityWellesley CollegeWilliams College Michigan Michigan State UniversityUniversity of Michigan Minnesota Carleton CollegeSt. Olaf CollegeUniversity of Minnesota- Twin Cities Missouri University of MissouriWashington University in St. Louis Montana University of Montana New Hampshire Dartmouth CollegeUniversity of New Hampshire New Jersey Drew UniversityPrinceton UniversityRamapo College of New JerseyRutgers University- CamdenRutgers University- New BrunswickRutgers University- NewarkThe College of New Jersey New Mexico The University of New Mexico New York Adelphi UniversityBarnard CollegeColgate UniversityColumbia UniversityHamilton CollegeManhattan CollegeMarist CollegeRensselaer Polytechnic InstituteSkidmore CollegeStony Brook UniversitySUNY Albany (University at Albany)SUNY Binghamton (Binghamton University)SUNY Buffalo (University at Buffalo)SUNY GeneseoUnion CollegeUniversity of RochesterVassar College North Carolina Davidson CollegeDuke UniversityElon UniversityNorth Carolina State University at RaleighUniversity of North Carolina at Chapel HillWake Forest University UNC Libraries Commons/Flickr Ohio Case Western Reserve UniversityDenison UniversityKenyon CollegeMiami University- OhioOberlin CollegeThe College of WoosterThe Ohio State UniversityUniversity of Dayton Oklahoma University of Oklahoma Oregon Reed CollegeUniversity of Oregon Pennsylvania Allegheny CollegeBryn Mawr CollegeBucknell UniversityFranklin Marshall CollegeHaverford CollegeJuniata CollegeLa Salle UniversityLycoming CollegeMercyhurst UniversityPenn State- University ParkSusquehanna UniversitySwarthmore CollegeUniversity of PennsylvaniaUniversity of PittsburghUrsinus College Riepe College, University of Pennsylvania. Chris Potako/Flickr. Rhode Island Brown University South Carolina Clemson UniversityUniversity of South Carolina Tennessee Vanderbilt University Texas Rice UniversitySouthern Methodist UniversitySt. Mary’s UniversityTexas AM UniversityThe University of Texas at AustinTrinity University Vermont Middlebury CollegeSaint Michael's CollegeUniversity of Vermont Virginia James Madison UniversitySweet Briar CollegeUniversity of Mary WashingtonUniversity of RichmondUniversity of VirginiaVirginia TechCollege of William Mary Washington University of Washington- BothellUniversity of Washington- Seattle Wisconsin Beloit CollegeCarroll University Buh-loyt? Bell-wah?Below-it? Only one way to find out: visit! (NB: not actually the only way.) Robin Zebrowski/Flickr. What's Next? The Coalition App isn't the only centralized application system in town. Find out which schools use the Common Application and which schools use the Universal College Application. Should you use the Common App or the Coalition App to apply to college? Our expert guide breaks down the pros and cons of each system. What about schools that aren't on either the Coalition or Common Application? We have specialized guides to popular schools that fit into that category, including Georgetown, ApplyTexas schools, and the University of California system. Application systems aside, how do you figure out what colleges belong on your wishlist to begin with? Learn more about how to figure out what colleges you should apply to here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The African Roots of the Literature Black Diaspora Essay Example

The African Roots of the Literature Black Diaspora Essay Example The African Roots of the Literature Black Diaspora Essay The African Roots of the Literature Black Diaspora Essay Abstract This paper examines the oral traditions of Africa and how those cultural practices have given birth to and shaped the literary culture of Black America. While it does not attempt to examine the entire gamut of literary creations in the Americas, the paper references, briefly, the black American oral folklore and the literature of the Harlem Renaissance – drawing parallels between the oral culture of Africa and the literature of Black America and the Caribbean. Key Words: traditions shaped Americasgamut creations Harlem RenaissanceCaribbean Introduction The issue of black self-consciousness has gone past the debate about whether the blood link between the black American and the African is a figure of speech. The blood that flows in the veins of the African-American (or the black man anywhere in the world) is ontological, not a rhetorical, phenomenon. So saying, we attempt to establish that far from being a historical accident predicated upon a similarity of fate and political experiences, this tie is inexorably derived from an immutability of genes. We stress that the connection between the African and the black man in the Americas is intrinsical, a symbiosis. We intend to point out that black African culture is a source and bi-product of black American cultural expression. Main Discussion The slave trade was the vehicle for the resettlement of the black man in the new world. This trans-Atlantic experience became instrumental in the establishment of the cultural practices of black Africa in the Americas. For, slavery imported not only slaves but a plethora of social and cultural artifacts such as music, rhetoric, folklore, religion, even the belief in, and creation of, myths and legends – subsumed in folklore – and, of course, the rivers of African blood carried in the veins of these human commodities. Now the African in the Americas has been tagged inferior to his white co-settlers. This is not becau

How to Do College Research Right Step-by-Step Guide

How to Do College Research Right Step-by-Step Guide SAT / ACT Prep Online Guides and Tips College research can be an overwhelming task, and it’s not easy to know where to begin. In this article, I’ll help you sort through your options and find your dream college. If you work through the following four steps, you'll be well on your way to compiling a list of schools that fulfill all your most important criteria: Identify your priorities Search withan online college finder Consider your chances of admission Finalize yourlist In the next few sections, we'll cover how to research colleges in a straightforward and effective way. Step 1: Identify Your Priorities and Preferences The first step in tackling the college search process involves thinking about what you want out of your college experience.There are some essential qualities that differentiate colleges from one another that you should consider first, such as location, size, cost, and academic programs.You should also contemplate what you want out of the social scene and academic climate at your college. Then, you can search for schools that fit your needs across a variety of different dimensions. Primary Factors Here's a list of the first four factors you should consider when searching for colleges: #1: Location Do you want to be far awayor close to home? Attendingan in-state school can mean a lower tuition price, but it may stunt your college experience if you continue to rely on your family and old friends.You should also consider whether you’re interested in a rural, urban, or small town college environment. The surrounding area can have a big impact on your happiness and comfort level. #2: Size Large and small colleges often have very different vibes.You’re more likely to get personalized attention at small colleges, but they might have fewer resources and less diversity amongst students.You should research each college individually, but there are certain characteristics shared by most large or small colleges that might lead you to prefer one type over the other. #3: Academics You’re going to college primarily to learn stuff, so academics should be up there on your priority list. Just how serious of an academic environment are you looking for?Do you want a school that focuses on undergraduate teaching orresearch?What types of programs interest you?If you have any ideas about your potential major, keep that in mind as you search for schools so you can apply to places that offer the best programs for you. Selectivity and reputation also come into play here. Based on your test scores and GPA, you can predict your admissions chances at different schools (more about this later). It's advantageous for you to attend the most competitive school possible based on your stats.This will provide you with the greatest number of opportunities both in college and in your post-graduate endeavors. #4: Cost Tuition prices are something you should think about in your college search, but don’t let a high price prevent you from applying if you really love a school.Right now, you should just work on determining whether cost is an issue for you. If so, focus your search on schools that offer generous financial aidandmerit scholarships. You can also investigate colleges with no application fees. College represents a crossroads in many ways. Secondary Factors This list goes into some other factors to think about in your college search that are less fundamental but can still have a really strong influence on your experience. #1: Social Scene This is a vague term, but you should have some idea of what type of social environment you’re looking for in college.Do you want to be at a party school? Or are you more of a library-all-day-every-day type? Are you at all interested in Greek life? Do you want to be able to go out to bars and clubs? Make sure the environment at the school you choose will be a fun place for you to spend four years. #2: Housing Is it important to you to have a really nice dorm? Do you want to be able to live off campus at some point?Schoolsmayoffer more or less variety in housing, so this is definitely worth considering. Universities located in rural areas may have fewer options for living off campus. #3: Dining Are you looking for a school with lots of dining options? This is important to consider especially if you have special dietary preferences or requirements. Whateveraccommodations you need, make sure the schools you choose have the ability to provide them. #4: Extracurriculars Think of any extracurricular activities you want to pursue in college.If these are priorities for you, you should ensure that any schools that you’re considering have the appropriate resources.Extracurriculars are a huge part of the college experience for most students, and they provide a great social outlet outside of the party scene and classes. #5: Athletics If you're hoping to play a sport in college for fun, you should make sure that anywhere you apply will give you that opportunity.Are you planning to work out in college? If this is a priority for you, look for schools that have high-quality athletic facilities and give students full gym access.Many schools offer exercise classes for students at their gyms, which is a really nice perk. Spinning is a great workout. Just make sure you never talk about it outside of class, or you will instantly become basic. Seriously, if you react with an acid you'll produce a salt. Sorry I took this way too far. As you consider these factors,you can continue to customizethe priority order to fit your needs. Some of the factors I listed as "secondary" might actually be of primary concern to you.If you feel that something is a priority, don’t discount it just because other things are â€Å"supposed† to be more important. You may even be totally indifferent to some of the factors I've listed (for example, "athletics" are a foreign concept to us hardcore nerds). That's fine too! You can choose to ignore these factors in the next step. Now that you’re armed with your preferences and priorities, it’s time to start your college search for realz. Step 2: Search for Schools Using an Online College Finder After you’ve figured out your preferences, the easiest way to find schools that you like is to use an online college finder tool to search based on your criteria. One option that you might consider initially is College Navigator.You can specify location, size, major program, public or private, tuition, test scores, and more in your search.This tool will give you all the statistics on different schools and help you locate options that seem like the right fit.As you investigate the results of your search, add schools to your â€Å"favorites† and compare them side by side to see how they differ.This might eliminate some options based on factors like cost and admissions rate. A screenshot of the College Navigator search tool Another site to investigate is Cappex. Cappex isa college matchmaking site where you can fill out a profile and get matched up with schools that align with your preferences. The site provides suggestions for schools that you might like after you complete your profile.It has a pretty complete overview of each school including student reviews and information about campus life that might not be included in the College Navigator statistics. If you find schools that you like, you can add them to your running list and compare them against each other. Cappexalso links directly to the application pages for schools on your list of favorites, so you can check out what materials you’re expected to submit. The "fit meter" that you'll see on every school's page on Cappex. It shows you how well you match up based on your preferences. There are also a number of other sites you can use at this stage.The link at the beginning of this section will take you to my reviews of the ten best college search websites.Feel free to use whichever one seems most accessible to you! Step 3: Consider Admissions Chances and Reputation Once you’ve figured out what you want from a college and have gotten some solid suggestions from search sites, you should step back and take an objective look at your results.It’s important to maintain realistic expectations in the college application process, so you shouldchoose schools where you have reasonable chances of admission. Though the sites I mentioned above may give you statistics for a school's average test scores and GPA, it’s difficult to understand your chances of admission just by looking at statistics.I would recommend that you Google â€Å"(name of school) PrepScholar admissions requirements† to access our database pages about each school. Use the tools on these pages to enter in your GPA and SAT scores and calculate your chances of admission. In general, if your chances are below 30 percent the school qualifies as a reach school.A school with an admissions rate that’s below 15 percent is a reach school for all students regardless of scores and GPA.If all or most of the schools you’re interested in are reach schools, it's time to adjust some of your criteria to allow for other options. Only a third of the colleges where you apply should be reaches. This is also a good time to check ranking lists like US News and Forbes to see whether the colleges that interest you have decent reputations. However,be careful when considering these rankings! If two schools are within ten or so ranks of each other, there probably isn’t much of a difference in quality between them. Rankings are a tool to be used afteryou’ve already picked out schools based on other factors.If you’re trying to decide between two schools and the lower ranked school is a much better fit for you, then you should still apply to that one.Rankings are more of a tie-breaker to be used when all other measurements are equal.Prestige can be important because it generally means a more intellectual student community and greater academic opportunities, but you should put your personal goals and priorities above the prestige of the school. After consulting these resources, you'll end up with a better sense of the quality of your preliminary list of schools.This leads to the next step, making your final college list! Williams College: The #1 National Liberal Arts College (according to U.S. News) Step 4: Make a Final List Now that you’ve gathered all of this information, it’s time to tweak your list of schools so that it has a nice balance of different options. As I mentioned in the previous section, it’s important to have reach schools, but they should only make up about a third of your list.Another third of the schools should be likely options, and the last third should be safety schools. You can use the same process as above to look up potential likely and safety schools and check your admissions chances.Safety schools are schools where you have at least an 80 percent chance of admission.Likely schools are schools where you have a 30 to 80 percent chance of admission.These can be further divided into â€Å"possible† and â€Å"probable† options.Possible options will be in the 30-50 percent range, and probable options are between 50 and 80%. Most students end up applying to around 5-8 colleges in total.Start out with three schools in the reach category, three in the likely category (two probable and one possible), and three in the safety category.Then, if you find that you’re overwhelmed by the application fees or the supplementary essays, you can always cut out 2-3 schools.Be honest about whether you can realistically see yourself attending all of the schools on your list. You should also do some research to check whether the schools on your list use the Common Application or if they require you to fill out separate applications.This can have a big impact on the time you spend on the process.You might decide to eliminate a school from your list if you’re not super attached to it and it’s the only option that requires an individual application. Once you’ve balanced your list, begin brainstorming your application essays and deciding which accomplishments and activities you want to highlight for colleges.Read this article about how to create a versatile application for some more tips! This is what your college list will look like after you get back those acceptance letters! What's Next? Now that you know how to do research colleges, you should also be able to put it into practice. Learn more about the application deadlines that will be most critical for you. College ranking lists can be helpful tools if you use them in the right way. Find out about all the college ranking lists you should read and how much you should rely on them. Looking to attend a top-notch liberal arts school? Here's a list of the 28 best liberal arts colleges in the country. 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: