Working with Financial Statements

Working with Financial Statements Accounting is the central core of executing an effective business. Bookkeeping is utilized to give record to all things that are paid and gotten for a business over any timeframe. Inside the motivation behind bookkeeping lies the need to give coherence and manageability inside a business, without it a business won't flourish. The data acquired is kept on record, so as to offer knowledge to upper administration on information concerning the every day income and costs of that business. This information is expected to advise the representatives regarding the business, yet in addition the contributing gatherings of that business as well.Success in business is likened to being responsible of all parts of income and costs. To help in the comprehension of the act of bookkeeping, Team A will talk about the subjects of income and cost acknowledgment standards. We will likewise talk about the significance of diary modifications that are paid ahead of time, unm erited, and gathered for the two incomes and costs after some time. Every thing talked about aides gave and keeps up a parity to the fulfillment of a budget summary. Whenever entered effectively, the all passages utilized will give an away from of the record endeavors of any business.The Revenue Recognition and Expense Recognition Principle Being ready to represent a business’s incomes and costs in a specific bookkeeping period is hard to decide. To do it accurately, one would need to comprehend two rules that set the norm; the income acknowledgment rule and the cost acknowledgment guideline. In section 4 of our reading material Financial Accounting Tools for Business Decision Making, it states â€Å"the income acknowledgment guideline necessitates that organizations perceive income in the bookkeeping time frame in which it is earned.In a help organization, income is viewed as earned at the time the administration is performed. † Therefore, the definition is that it is possibly to be recorded when the things sold where the benefit can be assessed dependability and when the sum is recoverable. What advises the income to be perceived and to disregard when the money inflows happen is the point at which the record will utilize the gathering premise of bookkeeping. A guide to represent income acknowledgment standard is the point at which a telephone organization sells talk time through scratch vehicles. There is no income to perceive when a client bought the scratch card.The income is perceived when the client has decided and really expended the discussion time. The cost acknowledgment rule is characterized in a similar section as, â€Å"The rule that directs that organizations coordinate endeavors (costs) with results (incomes). † They give a straightforward principle to recall as â€Å"Let the costs follow the incomes. † which would show how the cost acknowledgment goes hand and hand with the income acknowledgment. To show that, we cou ld state it is deals commission owed to a worker since it depends on the aggregate of a sale.In a similar bookkeeping period as the deal, the commission cost is the point at which it ought to be recorded. Simultaneously, the deal is perceived and expensed when the expense of stock is conveyed to the client. That is the point at which the commission cost ought to be recorded in a similar bookkeeping period as the deal. That would be the case of the coordinating rule is related with the circumstances and logical results of bookkeeping. Circumstances That Require Adjusting Journal Entries Adjusting passages are assembled as deferrals and gatherings and each has two subgroups. The two classes of deferrals are prepaid costs and unmerited revenue.Prepaid costs are recorded as resources until they are utilized or expended. For instance prepaid month to month protection is recorded as an advantage until the inclusion has been devoured. Since prepaid costs lapse with time doesn't require day by day alterations, which would be unreasonable. While planning fiscal summaries altering passages are made to record the cost expended of the prepaid resources and show the rest of the sums in the benefit account. Unmerited income is when money is gotten before administration is given, which expands the risk account. Consequently unmerited income are inverse of paid ahead of time expenses.When an organization gets an installment for a future assistance, it credits risk the unmerited income account increments. The acknowledgment procedure happens during the bookkeeping time frame where the administration was given. At that point the organization makes the modifying section for the unmerited income by charging the risk account and crediting the income account. Before the modification is made liabilities are exaggerated and income is downplayed. The second classification for altering sections is for accumulations. Going before the passage modifications the income account or the busin ess ledger are understated.Consequently the section change for gatherings expands the asset report and pay proclamation account. Collected income is aggregated income that isn't recorded at the announcement date since income is gathered with sitting back, which is unfeasible to record day by day. The changing passage records the sum owed to a business at the accounting report date and the income earned in that time. The changing passage increments both the income account and the advantage account. On the off chance that administrations gave to customer that were not charged won't be recorded.The accumulation of unrecorded assistance account expands money due, which likewise builds investor value by expanding income account. It would be exploitative for an organization to predate deals or records receivable to build income and resource records to meet a quarter’s target deals. Costs caused yet not yet paid or recorded at the announcement date are called collected costs. Change s are made to perceive costs brought about at the current bookkeeping time frame and record obligation that is available at the accounting report date. Subsequently modifying passage increment business ledger and increment obligation account.Why Adjusting Entries are Important Every business or association makes changing sections toward the finish of a set bookkeeping period. Modifying sections are passages made toward the finish of a bookkeeping period to verify that the benefits and uses acknowledgment standards are followed (Kimmel, Weygandt, and Kieso, 2011). Accumulation exchanges and the motivations behind these exchanges ought to be accounted for when these monetary activities happen. These activities ought to be recorded when money is paid or gotten as well as whenever a monetary activity takes place.These significant ideas in bookkeeping are basic since they perceive net additions or misfortunes and a business’ budgetary position can be distinguished inside the bookk eeping time frame. The arrangements of general sections and postings are significant and the data added to these diaries ought to be exact and solid. Reality in numbers is basic, and the data ought to be determined precisely. There are various reasons with respect to why altering sections are significant. To build up if the exact estimation of cost of products sold and net benefit, changing section of shutting stock is needed.To decide the right estimation of net benefit, modifying passage of deterioration is required. Making changing sections of advance costs are basic in light of the fact that after this progression is finished a bookkeeper can remove advance cost from costs gathered, and this will be charged in next bookkeeping period when these costs will be payable. To show the right sums because of an outsider and to show right costs for the bookkeeping time frame making modifying passages of extraordinary costs are significant. In this passage the bookkeeper must have charge cost and credit remarkable cost for an outsider represented. ConclusionAs one can see, income acknowledgment and cost acknowledgment are significant pieces of the bookkeeping procedure of any business. It is additionally essential to comprehend what circumstances require an organization to modify their diary sections and why it is so critical to do as such. With the proper bookkeeping methods and exact journaling, a company’s fiscal summaries become progressively precise and simpler for both inside and outer clients to comprehend. Not exclusively do exact fiscal reports stay with a beyond reproach and result, yet it assists clients with settling on educated choices about that organization dependent on its budgetary health.Without great dynamic dependent on precise data, an organization won't have the option to succeed. References Kimmel, P. D. , Weygandt, J. J. , and Kieso, D. E. ( 2010). Money related bookkeeping: Tools for business dynamic (sixth ed. ). Hoboken, NJ: John Wi ley and Sons. 2011 Financial Principles Explained. Recovered from http://accountingexplained. com/monetary/standards/income acknowledgment Walther, L. (2012) Financial Accounting 2012 Edition. Recovered from http://www. principlesofaccounting. com/chapter3/chapter3. html sofaccounting. com/chapter3/chapter3. html

IT Strategy and Management Essay Example | Topics and Well Written Essays - 1000 words

IT Strategy and Management - Essay Example This means the procedure of assessment so as to have the correct staff taking care of it (Jenner and Kilford, 2011). Along these lines, the arranging incorporates arrangement, startup, achievability, definition and arranging, execution and shutting down the program. With this set up, the program supervisor ponders on the perfect individuals to take a shot at the program. Program director is ordered to build up a meaning of the program. He is answerable for the auspicious conveyance of the program. This means legitimate coordination of the task at all stages. He needs to guarantee that each person in the execution of the task conveys on his part. This includes organizing with directors so as to have refreshes on the advancement of the program. The program administrator needs to guarantee that the program is of the necessary quality. All assets required for fulfillment of the program are on his hands. The support is viewed as the most senior individual from a program. In this manner, the support is ordered in approving a program concerning its expected reason. Support has likewise the command of designating senior dependable proprietor who is liable for speaking to the enthusiasm of the support. In circumstances where the proprietor isn't anywhere near, the senior dependable proprietor needs to guarantee that the program goes as arranged. He is liable for endorsing a few tasks of the program without the support.

6 Costly Holiday Scams and How to Avoid Them

6 Costly Holiday Scams and How to Avoid Them 6 Costly Holiday Scams and How to Avoid Them 6 Costly Holiday Scams and How to Avoid ThemPhishing scams, fake websites, and even fraudulent letters to Santa all have a way of turning holiday cheer into holiday blues.The holidays are supposed to be a time of cheer  and goodwill, but there are a lot of shady scammers  out there ruining  the most wonderful time of the year for the rest of us. Unfortunately, scamsâ€"especially online scamsâ€"abound during the holiday season.From phishing emails to fake charity ploys,  many scammers take advantage of  our festive feelings of  kindness and joy, hitting us when and where we least expect it. While Santa is sure to chastise these cyber-criminals with a stocking full of coal, thats little consolation when you  have to deal with identity theft, a computer full of malware, or a drained bank account  when you just want to  deck the halls.The good news is that its pretty easy to fend off holiday scams, so long as you know how to spot them. With  a little  help  from Emily Long, a security ex pert with A Secure Life, and Lou Ryan, CEO of the cybersecurity firm EdgeWave, we rounded up the  six most common holiday scams  you should  keep your eyes peeled for.1. Fake order confirmation emails.Online shopping for holiday gifts has been on the rise for the past several years, and chances are youve been doing your fair share. So it while it  might not be out of the ordinary to receive an order confirmation email from a store like Macys, Target, or Walmart, you should take a close look at every one you get.Why?  Scammers  have been known to use fake order confirmation emails to get access to passwords, bank account numbers, and other sensitive data on your computer. This is achieved through a method  of email and website spoofing called phishing: the hackers build an email that  looks like it comes from a retailer and fill it with links that, if  clicked on, will automatically download a .ZIP file containing malware that could seriously damage both your computer and your financ es.Even if you didnt order anything recently, youll be tempted to click these links just to make sure someone hasnt been using your credit cards to make online purchases, but you should never click on any links in any emails unless youre positive they come from a legit retailer.Phishing scams attempt to trick you into clicking a link or open a message or attachment that either infects your device with malware or takes you to a site designed to steal personal information, said Long. This is related to holiday scams in that more people are looking for the best deals online during the holiday seasonâ€"consumers spent $3.45 billion on Cyber  Monday  alone in 2016â€"and may be easily fooled by fake sites or false messages.Here are some steps for determining whether an  order confirmation email is real or a cunning fake:Real order confirmation emails will arrive seconds to minutes after you make a purchase. If this email arrived a day or week  after you bought something, be cautious.Doubl e-check the senders address. An order confirmation from Target should have an @target.com email address. If its from a random address, dont open it.Hover over all links in the body of the email. If theyre not directing you to the official website of the retailer theyre claiming to be, do not click on them.Ryan warns that falling for a phishing scam can have serious consequences:The effects of a successful phish include introduction of Ransomware to their system to encrypt and limit access to their files unless they pay the ransom, business email compromise (BEC), malware infections on the network, and credential-based theft so the hackers can use the stolen credentials to gain privileged access to systems, potentially leading to a data breach.2. Charity scams.We reported last week on Inside Subprimeâ€"our breaking news blog  devoted to  the subprime  financial industryâ€"that Georgia Secretary of State Brian Kemp  has been warning his citizens against falling for fake charity scams during the  holidays.“As we approach the holiday season, Georgians begin looking for ways to lend a helping hand to those in need,” said Kemp. “Unfortunately, bad actors view this time of year as the perfect opportunity to scam well-meaning donors. Before you open your checkbook, do your homework to make sure your donation will reach the intended recipients.”Charity scams are an issue year-round, but can really ramp up during the holiday season.By phone, the  goal [of a charity scam] is to get the victim to agree to donate and give up their credit card information, said Ryan. This can be achieved through a technique called spoofing.  Even with Caller ID, it can be made to appear that the call is coming from a legitimate charity, although the call is actually being made by a scammer. By email, the goal is to get the consumer to visit a website and make a donation which never goes to the actual charity. If successful, the scammer has gotten a non-refundable and hard-to-trace f inancial donation or worse yet, access to your credit card information to use for other future purchases.If youre approached via email, phone, or on the street by  someone asking you to donate to a charity, make sure you double check that  they will actually be donating your money, and not keeping it to fund their dream of becoming a cat fashion photographer. If youre confused, check out Give.org, which compiles detailed reports on all legitimate charities, grading them on governance, effectiveness, finances, and solicitation efforts.3. Letter from Santa scams.Scammers have been pulling this  scheme  on unsuspecting parents for a few years. According to the Better Business Bureau, this is how it works:You get an email selling a Handwritten letter from Santa to Your Child. It encourages you to make your childs holiday by purchasing Santas special package for $19.99.You click on the link, and it takes you to a website. The site promises the special package contains an official nice-li st certification and customized letter from Santa. Theres even a free shipping special that ends (not coincidentally) in just few hours. You decide to purchase and enter your credit card information.Dont do it! In the best case, you are simply out the $19.99. In the worst case scenario, you just shared your credit card information with scammers, who can now use it for identity theft.In another version of this scam, the site promises a free letter from Santa. It doesnt request any credit card information, but it does require plenty of personal information, such as your full name, address, and phone number. Theses sites can then turn around and sell your personal information to spammers.A much better option? Write your kid a letter yourself! It costs nothing, and you wont be putting yourself at risk of identity theft in the process.4. Holiday job scams.If you  need to make a little extra cash this holiday season, you may be on the lookout for a seasonal job. Many retailers hire tempor ary workers to handle the influx of shoppers stocking up on Christmas presents for friends, family, and the one coworker that they got in Secret Santa.But dont apply to every job you see without a second glance. Fake job scams can be used to steal your personal information, or even steal your hard-earned cash with the promise of future payback. Whether youre  job-hunting for a seasonal job or for something more permanent, it always pays to remember these tips from ZipRecruiter:No legitimate job will  ever make you pay money upfront. If a company is asking you to buy something or pay them for the cost of a background check or training, run!Check online for information about the company. They should have a website and maybe some reviews on Glassdoor,  LinkedIn, Google, or the BBB. If theyre not giving you their company name, theyre not legit.Check the job description for typos and grammatical errors. If the job is real,  they will have taken care to edit the job listing.Dont get sucke red into high-pressure, snap-second investments. If something seems too good to be true, it probably is.5. Secret Sister social media gift exchange scams.Have you seen any posts like this one on your social media feed?These gift exchanges sound like a lot of fun. Buy  one $10 gift and get back six to 36 of your own gifts? What a steal! Well, steal is right, because thats exactly whats happening here: youre getting robbed. This is a modern-day example of the age-old practice of chain letters, which are actually illegal here in the U.S.Heed this advice from the U.S. Postal Service:Chain letters don’t work. What’s more, if you mail chain letters, you could be committing a federal crime. The same law that prohibits lotteries applies to chain letters as well.3. Lookalike website scams.Scammers can create entire websites that look exactly like a legitimate retailer, in the hopes that youll mistake it for the real thing and provide them with your credit card number, address, and other personal info.If a fake website is designed well, then to the naked eye, most consumers may not be able to easily spot a fake from a real website, said Ryan. A fake website is successful if it has the attention to detail to look like the real   website that it’s designed to impersonate.However,  Ryan says there are clues to  be on the lookout for:The site uses an incorrect URL: The link in the email doesn’t match the real URL that you would otherwise directly type into your browserThe site asks  for your banking information: Real institutions don’t ask for that as part of a web page loginThe site displays  low-resolution imagesThe site is rife with  misspelled wordsThe site is  not a secure site, meaning it’s “HTTP:” and not “HTTPS:”Consumers should take the extra minute or two to think critically before they enter their personal information or make a purchase, and there are a couple of easy-to-spot clues, said Long. I would always err on the side of caution and skep ticism before clicking a link, opening an attachment, or entering information on a site, no matter how innocuous it may seem, as its a lot harder and more costly to undo the damage of phishing scams and identity theft once they occur than it is to do your due diligence or to find a product or deal on a legit site.What can you do if youre a victim of a holiday scam?Despite our best efforts, sometimes the scammers come out victorious. But  getting caught in a holiday scam doesnt have to dampen your spirit. Long says anyone who thinks theyve been the victim of a scam should reach out to the FTC and record a complaint.Although in many cases money lost cant be recovered, victims can and should take steps to protect their identities and personal information going forward, Long said. Identity theft monitoring services  are a good place to startâ€"at the very least, keep an eye on credit reports and bank statements for signs of fraudulent activity. Update passwords and remove cached credit card info from any online shopping sites.Ryan listed a few more options for consumers who think theyve been hit by a holiday scam:National Cyber Security Alliance (NCSA)STOP. THINK. CONNECT.Department of Homeland Security Cybersecurity ToolkitsBut at  the end of the day, Long says the best offense against holiday scams is a good defense:When it comes to scams and identity theft, prevention and precautions are the best protection!Have you been victimized by a holiday scammer? We want to hear from you!  You can  email us  or you can find us on  Facebook  and  Twitter.Visit OppLoans on  YouTube  |  Facebook  |  Twitter  |  LinkedINContributorsEmily Long is a security expert with  A Secure Life  (@ASecureLife). She loves to geek out on new tech gadgets. When she isn’t writing about security and smart tech, she can be found teaching yoga, road  tripping, or hiking in the mountainsLou Ryan brings over 20 years of executive leadership to his position as Executive Chairman of the Board at  EdgeWave  (@edgewave). Mr. Ryan became a member of the company’s Board of Directors upon completion of the merger of St. Bernard Software, Inc. with Sand Hill IT Security Acquisition Corp. in July 2006, and has served as Chairman of the Board of Directors since June 2008. Mr. Ryan’s extensive background in the technology industry includes roles as a co-founder and/or executive in several technology startups including Delrina and Living VideoText, which were both sold to Symantec Corp., and Entercept Security Technology, which was sold to McAfee Inc.

Should Marijuana Be Legal For Medical Marijuana - 1180 Words

Since the passage of the CSA, many campaigns to have marijuana rescheduled under a less restrictive category have failed. However, popular opinion began to sway in the 1990’s and California became the first state to legalize the use of medical marijuana in 1996 with the passage of the Compassionate Use Act (Reinarman et al., 2011). Unfortunately, the federal response was swift and threatened to be severe. General Barry McCaffrey, the drug czar under the Clinton Administration, advised the federal government would â€Å"vigorously prosecute persons who supplied medical marijuana, revoke the prescription writing authority of physicians who recommended marijuana to patients, and deny various federal benefits (including licenses) to anyone who used marijuana pursuant to California law† (Mikos, 2011, p. 637-638). The Bush Administration picked up the torch and continued the war on medical marijuana by carrying out almost 200 raids by the DEA on dispensaries in California as well as prosecuting those people associated with medical marijuana. However, advocates of medical marijuana remained vigilant and kept spreading their message and gaining support. To date as listed on ProCon.org (2013) 18 states and the District of Columbia have passed laws legalizing the use of medical marijuana. In 2009, the Obama Administration broke from tradition by announcing a Non Enforcement Policy (NEP). The new policy confirmed the administration’s commitment to the war on drugs, but urged federalShow MoreRelatedShould Medical Marijuana Be Legal?1249 Words   |  5 PagesMarch 1, 2017 Medical Marijuana Informative Unless you ve been living under a rock, you have probably at some point in the last few years had a conversation with a friend or family member regarding medical marijuana. Although it is considered a controversial topic, in recent months it has been gaining approval by the public. But it does not come without opposition and arguments. Medical marijuana is a complex subject and still requires more education for the public, the medical community, and theRead MoreMedical Marijuana Should Be Legal904 Words   |  4 PagesMedical Marijuana Although marijuana is illegal and lacks FDA approval it should be used to treat cancer. Opponents of medical marijuana argue that it is too dangerous to use, lacks FDA approval, and that various legal drugs make marijuana use unnecessary. They believe marijuana is addictive, leads to harder drug use, and injures the lungs, immune system, and brain. They also believe that medical marijuana is a front for drug legalization and recreational use. 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The medicinal and psychoactive effects that personally associate with marijuana are caused by unique structures of cannabinoids. In addition, the major psychoactive ingredient in marijuana is THC, which additionallyRead MoreShould Medical Marijuana Be Legal?1778 Words   |  8 Pagesusing medical marijuana for chronic pain outweigh the risks? Medical Marijuana is a topic we have all heard a couple of times in the past years. It has been a debatable topic since there seems to be a lot of opinions on what should be and shouldn’t be legal. Some say its benefits outweigh anything else, and some others state that there is a hazard involved with this drug. There are studies on both sides of the question that demonstrate what appear to be clear benefits for medical marijuana, asRead MoreMedical Marijuana Should Be Legal1545 Words   |  7 Pagesmedicinal utility of marijuana. 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There are some advantages to taking medicalRead MoreShould Medical Marijuana Be Legal?1591 Words   |  7 Pagesdebated topic on marijuana legalization is widely argued. Whether it’s for medical or recreational usages, this topic is reaching boiling point. The complicity on the legalities of marijuana has reached a point in society where legal usage has been popping up across the country. In the medical sector, studies have shown benefits, and harmful effects in patients. Some physicians support, however some physicians do see health concerns that influence their stance on whether medical marijuana laws are toRead MoreMedical Marijuana Should Be Legal897 Words   |  4 PagesMedical Cannabis Weed Cannabis, also known as Marijuana has many effects to it. In recent years officials have decided that it should be used for medical usage. They have found out that it helps many medical conditions. Medical cannabis has many things that could cure. Studies has shown that it slows the response time in the synapses in the brain it helps the brain heal. For example if someone was in a bad wreck it allows the brain to eventually heal. Because it is unlike other prescribed drugs weedRead MoreMedical Marijuana Should Be Legal860 Words   |  4 Pagesthat medical marijuana might be useful in reducing this pressure. Marijuana has also became a common sight in the medicine cabinets of patients suffering from HIV/AIDS and many different forms of cancer. Cannabis consumptions has been known for its ability to stimulate appetite commonly referred to as â€Å"getting the munchies.† Medical marijuana can successfully benefit its patients with HIV or cancer by helping generate an appetite through the use of plant. Researchers have shown that medical cannabis

An Overview of Real Exchange Rates

The Wife s Story By Ursula K. Le Guin - 1045 Words

Roger Ebert once said Your intellect may be confused, but your emotions will never lie to you. In the short story The Wife s Story Ursula K. Le Guin creates the mood of suspense by using foreshadowing and other literary devices. Suspense is a state or feeling of excited or anxious uncertainty about what may happen. The entire story is filled with the state of feeling of uncertainty as the wife solely alludes to the major event. It is also obscured in mystery. The story begins with a description of the husband. He was a good husband, a good father (Le Guin 3), He was always gentle (Le Guin 3). These lines create confusion, it makes the audience question. In order for the questions to be answered finalizing the story would have to be done. This foreshadows what will occur later on the story. Le Guin tells about how they first met and about how his sophistication attracted her. The wife exalted the husbands integrity. The husband was a good father and was well liked. He was just purely good to me. A hard worker and never lazy, and so big and fine-looking. Everybody looked up to him..... He had such a beautiful voice (Le Guin 4). To the wife the husband seemed perfect. However, things began to take a dark turn when the wife started to discuss these events. It was the moon, that’s what they say. It s the moon s fault, and the blood. It was in his father s blood (Le Guin 4). Members of the community blamed the moon, a connection with blood and the moon. The

Materials science free essay sample

What Is the principal cause of tool wear In ECMA? There is no tool wear to speak of in ECMA as the tool is protected chaotically during the process. There may be some chemical reaction between the tool and the electrolyte when the power is off, depending upon the materials involved. What Is the nature of the surface obtained by electro discharge machining? The surface Is heated by the sparks to either melt or even vaporize metal. The melted metal is washed away by the dielectric. The sparks cut small, spherical shaped, cups into the surface. The surface is covered with recast (melted and reclassified) metal.Thus, there will always be a hard, brittle, surface layer on EDM part surfaces. What process would you recommend to make many small holes In a very hard alloy where the holes will be used for cooling and venting? Again, LBS. Is good for small holes in hard metals and since they are being used for venting, the recast layer should not be a problem. We will write a custom essay sample on Materials science or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The low MR. rate may make for long machining cycles, so ECMA may be preferred. EDM is not preferred for small holes. ECMA able to drill really small holes, and has a 50:1 ratio in high-strength with no residual stress on the surface.Broaching/Sailing/Filling What is the main function of a gullet in the broach in the broach during a broaching operation? Gullet must take the excess chip, which allows the operator to collect the unwanted chips. Name two advantages of shell construction for a pull broach? Possible to make these with really lose cost steels If any wear occurs, we can only replace that shell without replacing the whole thing. Name one DVD. One dismal. For broaching and two examples. Quick Can be expensive Slots, Keyholes Machete ay thesauruses Nat is the principal cause of tool wear in ECMA?Nat is the nature of the surface obtained by electro discharge machining? The surface is heated by the sparks to either melt or even vaporize metal. The melted rush, there will always be a hard, brittle, surface layer on EDM part surfaces. Nat process would you recommend to make many small holes in a very hard alloy Inhere the holes will be used for cooling and venting? Again, LBS. is good for small reaching/Sawing/Filing Nat is the main function of a gullet in the broach in the broach during a broaching If any wear occurs, we can only replace that shell without replacing the whole thing.

Reputations In Othello Essays - Othello, Iago, Michael Cassio

Reputations In Othello Reputations of the main characters and its role in Othello In the play Othello written by William Shakespeare, the theme of reputation was a very important part of what made the play tragic. Reputation was so important in the play that it could have gave insight to characters or allowed characters to have manipulated others and it allowed for the tragedy of Othello to have been unfolded. Reputation of characters was an important factor for all the characters in Othello but reputation was most important for Iago, Othello and Cassio. When Shakespeare wrote Othello he intended for the reader to have scrutinized the theme of reputation so the reader could have understood where characters and the plot of the story had developed from. Reputation played an important role in how the reader was meant to have perceived the characters of the play. Iago had a flawless reputation, he was considered so loyal and compassionate he was known throughout most of the novel as ?honest?(II.iii.329) Iago. Iago is regarded as a close companion of Othello as well as Cassio, and Iago had a deep hate for both of these men and knew his reputation could help him get his revenge on them. Iago understood that reputation played such a big part in how people saw a person, that based on his reputation he could have became a two faced adversary without a problem. Iago proved the point of a reputation's importance when wanted to leave Roderigo in act one, because if Iago stayed it would look this Iago was a traitor to Othello and this would flaw his reputation. Iago explained why he must leave by his statement, ?Though I do hate him as I do hell pains, Yet for necessity of present life I must show out a flag and sign of love?(I. i.159-161). Wh en Iago stated this he proved reputation was extremly important because it showed how his departure from the scene and keeping his reputation he could work the inside track for himself and Roderigo. Iago's repuatation allowed him to be twofaced and this gave him certain advantages otherwise not available to him. If reputation was not so important Iago would not have been so highly revered by many people, and if Iago was not a revered person his motives may have been discovered earlier in the play. The reputation of the antagonist of the play was not the only reputation important to the play but the tragic hero's and the catalyst's reputation also played an important role to the play. Othello the tragic hero of this play had a reputation that helped him raise himself up in society. Othello's reputation served several purposes throughout the play, first it proved he was a good and noble person, secondly it won Desdemona over for him and lastly it helped him stay out of trouble because of his esteemed position in society. Othello's reputation saves him from the confrontation with Barbantio as well as won him a wife. Othello proved this when he was confronted with stealing Desdemona away from Barbantio and the Duke and the senators listened to Othello when he stated, ?She loved me for the dangers I had passed, And I loved her that she did pity them. This only is the witchcraft I have used?(I.iii.166-169). Othello told the senators this to show Desdemona was won over based solely on Othello's reputation and his history. The Duke and senators appear to judge Othello less harshly when they give their opinions on the situation because Othello's reputation makes him out t o be a hero and loyal solider that is well respected This example is clearly shown when Barbantio first said, ?For nature so preposterously to err,?(I.iii.64) by this he means nature's error in mixing light and dark skinned people. We can see how the senators and the Duke quickly changed their mind when they first stated, ?And you of her, the bloody book of the law,?(I.iii.63) they the Duke said, ?What, in your own part, can you say to this(I.iii.76). Othello gets the ability to have a say in front of the council because of his reputation if Othello was another dark skinned person who knows what would

Mass Media Representation of Men and Women

Mass Media Representation of Men and Women The contemporary society is made up of different kinds of people shaped by the ideas represented in the media and the popular culture.Advertising We will write a custom essay sample on Mass Media Representation of Men and Women specifically for you for only $16.05 $11/page Learn More Generally, the ideal man is portrayed according to the views of the media and in most cases; many individuals do everything possible to resemble the people represented in the media. Being a black American in a white society has its difficulties as many stereotypes are associated with this particular race. All these stereotypes and differences are majorly influenced by the ideas represented in the media. This is further exacerbated by the position the media plays as an influential agent of socialization that has the capacity to influence even the other agents of socialization such as peers, the family and the family or school institutions. JHally in his documentary â€Å"Desire, sex and power in music videos†, talks about women and men who are represented in an overly exaggerated manner as opposed to a real representation. He describes the women represented in music videos as a fantasy of the adolescents. The ideal woman is defined as one who is slim and light skinned in complexion, with blonde hair being overly exaggerated as a mark of beauty. The men portrayed in the music videos are also associated with certain features, which include the masculinity aspect.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More A real man is supposed to be masculine and thus, the girls who get to watch such kind of men may end up losing partners in their lives because they always look for the ideal man as represented in music videos and other visual media. Relationships are represented in a stereotypical manner. For instance, in Katz video â€Å"Tough Guise†, he analyzes violence, media and crisis in masculinity. In this video, masculinity is analyzed in terms of relationships that exist between the male and other males and the males and females. In both videos, the aspects of racism, classism and heterosexism are represented. People relate with each other in terms of race and class. Thus, the blacks associate with fellow blacks and the whites too. Heterosexism is an aspect that is not strange according to the whites and according to the â€Å"Tough Guise† video male-male relationships are part of their relationships in their society. However, these two videos are against the stereotypes associated with human beings as they urge people to watch all videos with a critical eye. The directors of these videos say that, the media and popular culture can influence our thinking and lifestyle in a great way albeit all the views they represent are not true. The ideas and views in these videos are a mere representation of the adolescentsâ €™ fantasies. These representations relate to what I am today since, have always thought that the media represents the perfect man.Advertising We will write a custom essay sample on Mass Media Representation of Men and Women specifically for you for only $16.05 $11/page Learn More Popular culture has had an effect on me, as I have lived to believe that women who are viewed as pretty are petite and light skinned. On the other hand, a man should be masculine for him to qualify as a real man. This exercise has changed my way of thinking as I have learnt that; the men, women and everything that the media represents are all purposely meant to attract an audience. The advertisements, music, and films represent people who are a creation of fiction and not reality. Their representation in the media is more influenced by the need to paint a certain mental picture that only represents what should be ideal as opposed to what should be a reality.

Relationship between the business strategy and an entity's Essay

Relationship between the business strategy and an entity's organizational culture regarding staffing decisions - Essay Example Most significantly, organizational culture remains a crucial component in any firm. Every organization does possess a clear unique personality of the staff members. For the purpose of achievement of clear objectives and working in unity among the team members, i9t is essential to have one mind-set when it comes to the organizational culture. A unit that is divided mentally and ideological wise cannot achieve its targeted goals. Organizational culture comprises of a number of factors such as innovativeness, where the team leaders challenge their staff members to take risks in all situations.an organizational culture also establish the level of precision expected from each employee. Additionally, it emphasizes on respect and dignity to employees, teamwork, aggressiveness, and stability of tenure (Zheng, Yang, & McLean, 2010). From the outlook of the role of the organizational culture in any firm, it is very difficult for the two components to work without interlinking. Primarily, for the set goals to reach a level of success, the team implementing the same must be in possession of the appropriate spirit and skills. The organization must create a conducive atmosphere for the achievement of the strategies. Concisely, one cannot focus on achievement of business strategies, and at the same time disregarding the environment, that defines the culture. Therefore, both components have to be put into consideration. Zheng, W., Yang, B., & McLean, G. N. (2010). Linking organizational culture, structure, strategy, and organizational effectiveness: Mediating role of knowledge management. Journal of Business Research, 63, 763–771.

PROGRAMMING AND CULTURE IN ARCHITECTURE WAY Research Paper - 1

PROGRAMMING AND CULTURE IN ARCHITECTURE WAY - Research Paper Example This research paper will try to examine what people do and how their activities relate with one another. Similarly, researchers engage in observing the physical behaviors of people to generate data about their activities and the kind of relationships that sustained them. According to Gibson (2009), the researcher will try to understand about the misuse of places, and rules governing their behaviors. Additionally, the behavioral opportunities and obstacles that the environment might provide are also, observed. As a researcher, I will use both direct and dynamic methods to observe the behaviors of people in Guatemalteca Bakery restaurant. In research, the direct method will involve examining how the people in the environment follow or break the rules. On the other hand, the dynamic method will involve examining the activities of the people, the changes taking place and how the activities affect others. When a person wants to carry out research on the behaviors of people in a particular environment, certain factors must be considered. Therefore, the behaviors of people can be described in terms of the following concepts: actor, act, significant others and their relationships The actor who is the element of behavioral observation can be described depending on the intention of the descriptions. Individuals can be described with their social status, profession, age, and marital status. Guatemalteca Bakery restaurant consist of employees and customers of different status. We have the position of the manager, supervisors, coordinators and the subordinate staff. However, the customers also, possess different status as far as their professions are concerned. In this research paper, the actors are the employees who provide services to the customers. Guatemalteca Bakery restaurant has dressing code which the entire staff adhere to. Therefore, a staff member in this restaurant can be identified and differentiated from the customers because they wear uniforms. Similarly,

Shifting Trends in Special Education Essay Example for Free

Shifting Trends in Special Education Essay The Thomas B. Fordham Institute. is. the. nations. leader. in. advancing. educational. excellence. for. every. child. through. quality. research,. analysis,. and. commentary,. as. well. as. on-the-ground. action. and. advocacy. in. Ohio.. It. is. affiliated. with. the. Thomas.. B.. Fordham. Foundation,. and. this. publication. is. a.. joint. project. of. the. Foundation. and. the. Institute For. further. information,. please. visit. our. website. at. www. edexcellence. net. or. write. to. the. Institute. at.. 1016. 16th. St.. NW,. 8th. Floor,. Washington,. D. C.. 20036 The. Institute. is. neither. connected. with. nor..sponsored. by. Fordham. University. A. big. thank. you. goes. out. to. the. whole. Fordham. team. for. their. assistance. on. this. project,. especially. Michael. Petrilli. and. Chester. E.. Finn,. Jr.. for. their. project. guidance. and. astute. feedback,. to. Daniela. Fairchild. for. production. management,. to.  ©istockphoto. com/ AnithaCumming. for. the. snappy. cover. image,. and.. to. Amy. Fagan. for. dissemination.. The. smart. layout. design. is. the. work. of. Alton. Creative. and. the.. â€Å"Ed. Shorts†. logo. of. Laura. Elizabeth. Pohl. Conclusion.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Appendix A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Figure. A1:. Proportion. of. the. National. Student.. Population. with. Disabilities,. 1976-77. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A1:. National. Number. of. Students.. with. Disabilities. by. Category,. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A2:. Students. with. Disabilities. by. State,.. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18. Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Federal. Disability. Definitions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Endnotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21. SH I FTI NG TREN DS I N SPECIAL EDUCATION EXECUTIVE SUMM ARY Executive Summary Special. education. is. a. field. in. flux.. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. nation’s. student. population.. The. following. year. marked. the. first. time. since. the. enactment. of. the. Individuals. with. Disabilities. Education. Act. (IDEA). that. special-education. participation. numbers. declined—and. they. have. continued. to. do. so,. falling. to. 6. 48. million. students. by. 2009-10,. or. 13. 1. percent. of. all. students. nationwide. This. report. examines. trends. in. the. number. of. special-education. students. and. personnel. at. both. the. national. and. state. levels. from. 2000-01. to. 2009-10.. It. finds. that. the. overall. population. of. special-education. students,. after. decades. of. increases,. peaked. in. the.2004-05. school. year. and. has. declined. since.. But. within. this. population,. individual. categories. of. students. with. disabilities. differed. markedly. in. thei r. trajectories:  ». . he. population. of. students. identified. as. having. â€Å"specific. learning. disabilities,†. the. most. prevalent. of. all. T dis. bility. types,. declined. considerably. throughout. the. decade,. falling. from. 2. 86. million. to. 2. 43. million. a students,. or. from. 6. 1. to. 4. 9. percent. of. all. students. nationwide.  ». . ther. shrinking. disability. categories. included. mental. retardation,. which. dropped. from. 624,000. to. 463,000. O students,. or. from. 1. 3. to. 0. 9. percent. of. all. pupils,. and. emotional. disturbances,. which. fell. from. 480,000. to. 407,000. students,. or. from. 1. 0. to. 0. 8. percent.  ». . utism. and. â€Å"other. health. impairment†. (OHI). populations. increased. dramatically.. The. number. of. autisA tic. students. quadrupled. from. 93,000. to. 378,000,. while. OHI. numbers. more. than. doubled. from. 303,000. to. 689,000.. Even. so,. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. In. addition,. state-level. special-education. trends. varied. dramatically:  ».. hode. Island,. New. York,. and. Massachusetts. reported. the. highest. rates. of. disability. identification. in. 2009R 10;. Rhode. Island. was. the. only. state. with. more. than. 18. percent. of. its. student. body. receiving.. special-education. services.  ». . exas,. Idaho,. and. Colorado. reported. the. lowest. rates. of. disability. identification. in. 2009-10.. Adjusting.. T for. overall. population. size,. Texas. identified. just. half. as. many. students. with. disabilities. as. Rhode. Island:. 9. 1. percent. of. its. total. student. body. States. also. varied. in. their. special-education. personnel. practices,. so. much. so. that. the. accuracy. of. the. data. they. report. to. Washington. is. in. question.. Nationally,. schools. ostensibly. employed. 129. special-education. teachers. and. paraprofessionals. for. every. thousand. special-education. students. in. 2008-09,. up. from. 117. per. thousand. in. 2000-01.. At. the. state. level,. this. ranged. from. a. reported. 320. per. thousand. in. New. Hampshire,. to. thirty-eight. per. thousand. in. Mississippi.. (We. appreciate. the. implausibility. of. these. numbers,. which. come. from. the. only. available. official. source. ) 1 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION  Introduction Last. summer,. New. Jersey’s. Star-Ledger. ran. a. hard-hitting. piece. about. the. condition. of. education. finance. in. the. Garden. State.. It. bemoaned. a. dismal. school-system. budget. in. which. teachers. had. been. laid. off,. extracurricular. activities. scrapped,. and. free. transportation. curtailed.. But. one. budgetary. category. had. been. spared:. special. education. â€Å"This. is. an. area. that. is. completely. out. of. control. and. in. desperate. need. of. reform,†. said. Larrie. Reynolds,. superintendent. in. the. Mount. Olive. School. District,. where. special-education. spending. rose. 17. percent.this. year.. â€Å"Everything. else. has. a. finite. limit.. Special. education—in. this. state,. at. least—is. similar. to. the. universe.. It. has. no. end.. It. is. the. untold. story. of. what. every. school. district. is. dealing. with. † 1 And. so. it. is.. Special. education. consumes. a. hefty. slice. of. the. education. pie,. comprising. an. estimated. 21. percent. of. all. education. spending. in. 2005.. That. slice. is. growing,. too.. Forty-one. percent. of. all. increases. in. education. spending. between. 1996. and. 2005. went. to. fund. it. 2 As. Superintendent. Reynolds. indicated,. special. education. is. a. field.in. urgent. need. of. reform.. Not. only. is. its. funding. widely. seen. as. sacrosanct—due. to. federal. â€Å"maintenance. of. effort†. requirements,. strong. special-education. lobbies,. nervous. superintendents,. entrenched. traditions,. and. inertia,. as. well. as. a. collective. sense. that. we. should. do. right. by. these. kids—but. America’s. approach. to. it. is. also. antiquated.. Despite. good. intentions. and. some. reform. efforts,. the. field. is. still. beset. by. a. compliance-oriented. mindset. that. values. process. over. outcomes.. Thirty-six. years. after. Congress. passed. the. Education. for. All. Handicapped. Chil dren. Act. (now. the. Individuals. with. Disabilities. Education. Act. or. IDEA),. the. rigidities. and. shortcomings. of. yesterday’s. approach. have. become. overwhelming,. as. have. the. dollar. costs.. There. has. to. be. a. better. way. We. at. the. Thomas. B.. Fordham. Institute. seek. to. help. chart. a. different. path,. doing. right. by. children. with. special. needs. while. recognizing. both. that. every. youngster. is. special. in. some. way. and. that. the. taxpayer’s. pocket. is. not. bottomless.. This. is. the. first. of. several. special-education. eye. openers. that. we’re. undertaking. 3. Ten. years. ago,.we. dipped. our. toes. into. the. turbid. waters. of. special-education. policy. via. a. set. of. thought-provoking. papers. in. a. volume. titled. Rethinking Special Education for a New Century. 4. The. fundamental. shift. from. compliance. to. outcomes. that. we. advocated. in. that. volume. has,. for. the. most. part,. not. come. to. pass. (though. we. may. see. a. glimmer. of. hope. in. the. implementation. of. Response. to. Intervention. [RTI]. programs).. Still,. someday—probably. after. the. delayed. reauthorization. of. the. Elementary. and. Secondary. Education. Act—Congress. will. again. take. up. IDEA.. Methodologypecial-education. student-population. data. (referred. to. in. federal. reporting. requirements. as. â€Å"child. count†). and. personnel. data. were. drawn. from. the. Data. Accountability. Center,. funded. by. the. Office. of. Special. Education. Programs. in. the. U. S.. Department. of. Education. and. located. at. ideadata. org. 5. Child-count. totals. are. reported. each. year. by. states. and. include. all. children. ages. three. to. twenty-one. identified. with. disabilities. 6. Thus,. the. term. â€Å"students. with. disabilities†. in. this. report. refers. to. the. number. of. students. that. the. education. system. recognizes.as. having. disabilities.. Variation. among. the. states’. disability. incidence. rates. almost. surely. has. more. to. S do. with. how. a. state. defines. and. identifies. special-needs. students. (i. e. ,. whether. a. state. over-. or. under-identifies. disabilities). than. with. the. true. population. of. disabled. children. in. that. state. . To. calculate. each. state’s. disability. incidence. rate,. child-count. numbers. were. divided. by. total. state. enrollment. figures. 7. State. enrollment. data. were. drawn. from. the. Digest of Education Statistics.. Total. student. enrollment. data. for. the. 2009-10. school. year.had. not. been. released. as. of. publication;. thus. 2009-10. figures. are. based. on. projections. published. in. the. Digest. 2 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION It’s. our. hope. that. the. next. iteration. of. that. law. will. benefit. from. fresh. thinking. amid. changed. realities. But. that. day. has. not. yet. dawned.. And. before. we. can. seriously. re-imagine. the. field. of. special. education. and. how. it. should. be. funded,. we. need. a. basic. understanding. of. the. state. of. special. education. today—and. how. it’s. changed. over. the. past. decade.. Many. are. aware,. for. instance,.that. the. number. of. students. who. received. specialeducation. services. rose. steadily. between. IDEA’s. enactment. in. 1975. and. the. turn. of. the. century.. But. is. this. population. still. growing?. Are. particular. types. of. disabilities. responsible. for. overall. trends?. What. types. of. personnel. do. schools. employ. to. teach. these. students?. Accurate. descriptive. data. on. questions. like. these. are. a. scarce. commodity. (more. on. that. later),. but. we. desperately. need. them. if. we’re. to. wrestle. with. the. more. complex. questions. that. vex. the. field,. such. as:. Have. rising. numbers. of.special-education. students. driven. up. costs?. Which. states. are. spending. more. and. which. are. spending. less. per. special-education. student. than. others?. Are. states. correctly. identifying. students. and. providing. them. with. appropriate. services?. What. types .of. interventions. are. most. effective. with. special-needs. children? This. report. sets. forth. the. number. of. children. identified. with. disabilities. in. our. nation’s. schools. by. disability. type,. nationally. and. by. state,. examining. how. those. patterns. have. changed. over. the. past. decade.. It. also. addresses:  ». Which. states. have. the.largest. and. smallest. proportions. of. children. judged. to. have. disabilities;  ». The. extent. to. which. the. numbers. of. students. with. specific. learning. disabilities. have. changed. over. the. last. ten. years;. and  ». The. number. of. special-education. personnel. employed. nationally. and. how. this. varies. by. state. We. also. dig. into. a. couple. of. outliers—Massachusetts. and. Texas—and. attempt. to. explain. why. their. data. look. like. they. do.. We. close. with. a. few. takeaways. and. next. steps.. 3 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Findings Students with Disabilities across America. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. national. student. body. (see. Figure. 1).. The. following. year. marked. the. first. time. since. the. enactment. of. IDEA. in. 1975. that. special-education. participation. numbers. declined.. (For. a. long-term. trend. analysis. of. the. special-education. population,. see. Appendix. A. ). Since. then,. the. number. and. proportion. of. students. with. disabilities. has. decreased. steadily,. falling. to. 13. 1. percent. of. the. national. student.body. by. 2009-10,. or. 6. 48. million. students.. 1 13. 8 13. 6 13. 4 13. 2 13. 0 Proportion of the National Student Population with Disabilities, 2000-01 to 2009-10 This. national. trend. is. driven. by. shifting. populations. of. particular. disability. types.. The. federal. government. requires. all. states. to. report. studentpopulation. numbers. across. twelve. categories. of. disability. (the. reporting. of. a. thirteenth,. termed. â€Å"developmental. delay,†. is. optional):. autism;. deafblindness;. emotional. disturbance;. hearing. impairments;. mental. retardation;. multiple. disabilities;. orthopedic. impairments;. other.health. impairments;. specific. learning. disabilities;. speech. or. language. impairments;. traumatic. brain. injuries;. and. visual. impairments.. (For. the. full. federal. definition. of. each. category,. see. Appendix. B. ). 1 2 4 6 7 3 5 8 9. Much. of. the. recent. decrease. in. the. overall. specialeducation. population. can. be. attributed. to. the. shrinking. population. of. students. identified. with. specific. learning. disabilities. (SLDs).. After. decades. of. growth,. the. proportion. of. students. with. SLDs. peaked. in. 2000-01. and. declined. thereafter,. falling. from. 2. 86. million. to. 2. 43. million. students.between. 2000-01. and. 2009-10,. or. from. 6. 1. to. 4. 9. percent. of. the. national. student. body. 8. -0 -0 -0 -0 -0 07 -0 -0 -0 00 -0 04 02 06 03 05. Other. disability. categories. declined. as. well.. The. population. of. students. with. mental. retardation. dropped. from. A Caveat on Disability Types T he. federal. government. requires. states. to. report. child-count. numbers. across. twelve. disability. categories. each. year. (a. thirteenth. category. is. optional),. but. does. not. require. that. states. actually. use. those. categories. for. their. own. within-state. identification. and. data-collection. purposes.. Thus,.state-specific. nuances. in. disability. definitions. abound.. For. example,. many. states. employ. their. own. unique. definitions. for. each. of. the. thirteen. categories. and/or. combine. and. eliminate. categories.. At. least. one. state. goes. so. far. as. to. identify. no. individual. categories,. opting. instead. for. a. single. â€Å"eligible. individual†. classification. for. students. with. disabilities. (see. Iowa’s SLD Trend: True or False? ).. To. meet. federal. reporting. requirements,. these. states. must. estimate. the. number. of. students. with. disabilities. within. each. federal. category.. And. in. some. cases,.federal. reporting. requirements. allow. states. to. report. one. category. within. another—for. example,. seven. states. report. students. with. multiple. disabilities. in. their. primary-disability. categories. rather. than. in. the. â€Å"multiple. disabilities†. 08 09 01 -10 category.. The. lack. of. consistency. in. defining. and. reporting. data. across. all. fifty. states. renders. any. state-level. comparison. of. students. with. disabilities. inherently. imprecise. . Take,. for. example,. recent. categorization. changes. in. Ohio.. Prior. to. 2007-08,. preschoolers. (three-. to. five-yearolds). with. disabilities. in. the. Buckeye. State. were. lumped. together. in. a. single. disability. category.. In. that. year,. however,. Ohio. first. required. preschoolers. to. be. sorted. into. distinct. categories.. To. ease. the. transition,. districts. classified. all. existing. preschoolers. with. disabilities. as. having. developmental. delays;. thereafter,. all. new. preschoolers. with. disabilities. were. to. be. categorized. by. disability.. As. could. be. expected,. the. number. of. students. with. developmental. delays. reported. to. the. federal. government. suddenly. grew. from. 0. to. 19,000. in. 2007-08,. and. then. fell. by. half. in. 2008-09.and. again. slightly. in. 2009-10. 9. Such. inconsistencies—this. is. just. one. example. of. myriad. state. eccentricities. and. idiosyncrasies—confuse. trend. analyses. at. both. the. state. and. national. level. 4 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 624,000. to. 463,000. in. that. time,. or. from. 1. 3. percent. to. 0. 9. percent. of. all. students.. The. number. identified. with. emotional. disturbances. fell. from. near. 480,000. in. 2000-01. to. 407,000. by. 2009-10. (after. peaking. at. 489,000. students. in. 2003-04),. or. from. 1. 0. to. 0. 8. percent. of. all. students.. Offsetting. a. portion. of.the. decline. in. these. disability. categories. were. sharp. increases. in. the. populations. of. students. with. autism. and. other. health. impairm ents. (OHIs). over. the. last. decade.. The. number. of. autistic. students. quadrupled. between. 2000-01. and. 2009-10,. rising. from. 93,000. to. 378,000,. while. the. number. of. OHI. students. more. than. doubled. from. 303,000. to. 689,000.. Still,. the. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. The. category. of. developmental. delay,. which. often. serves. as. a. general. disability. category.for. young. students. (typically. ages. three. to. five. or. three. to. nine),. grew. as. well,. from. 213,000. students. in. 2000-01. to. 368,000. in. 2009-10,. or. from. 0. 5. to. 0. 7. percent. of. all. students. The. incidence. of. other. disability. types. (which,. other. than. speech. or. language. impairments,. comprise. a. small. fraction. of. the. total). either. remained. stable. or. declined. slightly. during. this. time.. Figure. 2. shows. in. â€Å"pie. chart†. form. how. the. composition. of. the. special-education. population. has. changed. over. the. past. decade.. While. SLD. students. constituted. 45. 4. percent. of.all. students. with. disabilities. in. 2000-01,. that. percentage. had. shrunk. to. 37. 5. percent. by. 2009-10.. Autism,. on. the. other. hand,. increased. from. 1. 5. percent. of. all. identified. disabilities. to. 5. 8. percent.. OHI. identifications. doubled. from. 4. 8. to. 10. 6. percent,. while. cases. of. both. emotional. disturbance. and. mental. retardation. decreased. relative. to. other. identifications. 2 Special-Education Population by Disability 2000-01 and 2009-10 3. 4% 1. 5% 4. 8% 5. 3% 7. 6% 9. 9% 5. 1% 5. 8% 21. 8% 5. 7% 10. 6% 6. 3% 37. 5% 7. 1% 22. 0% 45. 4% n = 6. 30 million students ? ? ? ? ? ? ? ? 1. 5% 3.4% 4. 8% 7. 6% 9. 9% 45. 4% 22. 0% 5. 3% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities ? ? ? ? ? ? ? ? 2000-01 n = 6. 48 million students 5. 8% 5. 7% 10. 6% 6. 3% 7. 1% 37. 5% 21. 8% 5. 1% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities 2009-10 Note:. The. special-education. population. in. 2009-10. was. slightly. larger. in. raw. numbers. than. it. was. in. 2000-01,. but. the. proportion.of. students. with. disabilities. among. all. students. declined. from. 13. 3. percent. in. 2000-01. to. 13. 1. percent. in. 2009-10.. 5 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Students with Disabilities by State The. national. figures. mask. stark. variation. among. the. states.. As. Figure. 3. shows,. Rhode. Island,. New. York,. and. Massachusetts. topped. the. list. with. the. highest. rates. of. disability. identification. in. 2009-10;. Rhode. Island. was. the. only. state. to. have. more. than. 18. percent. of. its. student. body. enrolled. in. special. education.. At. the. other. end. of. the. spectrum. were. Texas,. Idaho,. and. Colorado.. Texas’s. rate. of. disability. identification. was. less. than. half. of. Rhode. Island’s,. at. just. 9. 1. percent. (see. Figure. 4. for. complete. state. identification. rates).. These. vast. disparities. call. into. question. the. extent. to. which. true. incidences. of. disability. vary. among. state. populations,. or. to. which. some. states. over-identify. or. under-identify. students. with. disabilities. 10 3 Identification Rates of Students with Disabilities, by State 2009-10 WA MT OR ID WY NE NV CA UT CO KS IA IL MO TN AR MS TX LA FL AL GA SC IN OH WV KY NC AZ NM OK VA SD ND MN WI NY MI PA. VT ME NH MA RI CT NJ DE MD D. C. ? 9. 0? –? 10. 99% ? 11. 0? –? 12. 99% ? 13. 0? –? 14. 99% ? 15. 0? –? 16. 99% ? 17. 0? –? 18. 99% AK US AVERAGE HI About. half. of. the. states. saw. increases. in. their. rates. of. special-education. identification. between. 2000-01. and. 2009-10,. while. the. other. half. saw. decreases. (see. Figure. 5).. The. national. proportion. of. students. with. disabilities. rose. and. fell. over. that. time. period,. landing. 0. 2. percentage. points. lower. in. 2009-10. (at. 13. 1. percent). than. in. 2000-01. (at. 13. 3. percent).. Texas’s. rate. of. identification. fell. from. 12. 1. percent. to. 9. 1. percent—in. raw. numbers,. a. decrease. of. about. 47,000. students.. Pennsylvania,. on. the. other. hand,. saw. an. increase. in. students. with. disabilities. from. 13. 4. percent. of. the. student. body. in. 2000-01. to. 16. 7. percent. in. 2009-10—or,. in. raw. numbers,. an. increase. of. 52,000. students. 6 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 4 Identification Rate of Students with Disabilities, by State 2009-10 18. 68 17. 80 17. 36 17. 25 17. 16 Massachusetts Maine Rhode Island New York 5 Percentage-point Change in Identification Rate, by State 2000-01 to 2009-10 3. 29 2. 39 2. 05 1. 80 1. 80 1.76 1. 35 1. 16 1. 14 1. 12 1. 72 2. 53. Pennsylvania Wyoming Vermont West Virginia Vermont Pennsylvania Indiana New Jersey Wyoming New York Minnesota Ohio 16. 66 16. 84 16. 55 16. 52 15. 60 15. 55 15. 57 15. 74 South Dakota North Dakota Kentucky New Hampshire Delaware Kentucky Illinois New Hampshire Michigan Massachusetts Nebraska South Dakota Oklahoma Wisconsin Missouri Ohio 14. 80 14. 75 14. 71 14. 97 15. 04 Oklahoma Indiana Alaska Delaware Kansas 0. 99 0. 98 0. 71 0. 71 1. 10 Minnesota 14. 66 Mississippi Washington Oregon Illinois D. C. 14. 64 14. 34 14. 15 14. 58 0. 46 0. 52 Wisconsin Arizona Utah 0. 39 0. 38 0. 14 0. 42. North Dakota Oregon Kansas 14. 26 14. 12 Nebraska California New Jersey Maine 0. 09 0. 08 0. 03 0. 07 South Carolina Michigan Alaska Iowa Florida 14. 09 14. 06 13. 98 13. 79 13. 55 13. 14 13. 99 13. 94 United States -0. 04 -0. 26 -0. 28 -0. 53 -0. 61 -0. 61 -0. 20 New Mexico Arkansas Virginia Montana Nevada Arkansas Colorado United States Mississippi Louisiana 13. 42 13. 03 12. 53 12. 30 12. 25 11. 94 11. 28 11. 28 11. 13 11. 17 12. 21 12. 41 12. 57 Maryland Missouri Virginia Iowa Louisiana -0. 60 Washington Connecticut Tennessee Maryland -0. 70 -0. 74 -0. 85 -0. 85 -1. 03 -1. 03 -1. 43 -1. 43 -1. 54 -1. 72 -1. 41 -0. 75 -0. 72 D. C. North Carolina Hawaii Utah Montana West Virginia Georgia Florida Rhode Island Connecticut Alabama Arizona Nevada California 10. 67 Colorado Georgia 10. 45 10. 27 9. 89 9. 13 10. 58 South Carolina Hawaii Idaho North Carolina Tennessee Idaho Texas 0 5 10 15 20 New Mexico Texas Alabama -2. 32 -2. 98 -3. 5 -1. 75 0 1. 75 3. 5 -2. 52 -2. 01 DISABILITY IDENTIFICATION RATE (%). PERCENTAGE-POINT CHANGE IN IDENTIFICATION RATE 7 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Specific Learning Disabilities As. the. most. prevalent. of. all. disability. types,. the. category. of. specific. learning. disabilities. (SLDs). provides.a. unique. look. into. shifting. disability. populations.. The. nationwide. population. of. students. with. specific. learning. disabilities. shrank. at. a. notable. rate. over. the. decade. leading. to. 2009-10:. SLD. numbers. fell. from. 2. 86. million. students. and. 6. 1. percent. of. the. national. student. body. in. 2000-01. to. 2. 43. million. students. and. 4. 9. percent. of. the. student. body. in. 2009-10. 11. Some. of. this. drop. was. likely. due. to. an. increasing. national. awareness. of. autism. and. a. subsequent. shift. from. incorrect. SLD. identification. to. autism. identification.. A. few. other. hypotheses.are. worth. mentioning.. First,. growing. populations. of. students. with. developmental. delays,. which. may. in. some. states. substitute. for. autism. diagnoses. of. three-. to. five-year-olds,. and. with. OHIs,. which. has. become. somewhat. of. a. â€Å"catch. all†. category,. may. be. responsible. for. some. of. the. SLD. decrease,. in. addition. to. growth. in. autism.. Second,. SLD. numbers. may. have. dropped. due. to. the. proliferation. of. Response. to. Intervention. (RTI)—a. method. of. providing. targeted. assistance. to. young. children. who. have. difficulty. learning—and. other. early-reading. interventions. (see. Response to Intervention).. Lastly,. the. identification. of. SLDs,. though. strictly. outlined. in. policy,. appears. more. subjective. and. prone. to. human. error. than. the. identification. of. most. other. disabilities;. thus,. SLD. identification. is. perhaps. more. affected. by. related. changes. in. policy,. budget,. personnel,. etc. Rates. of. SLD. identification. varied. across. the. fifty. states. in. 2009-10.. As. shown. in. Figure. 6,. just. 2. percent. of. the. student. body. in. Kentucky. was. labeled. SLD. in. 2009-10,. while. over. 8. 4. percent. o f. Iowa’s. student. body. was. classified. as. such.. Similarly,. in.2009-10,. Kentucky’s. SLD. students. comprised. only. 13. 1. percent. of. the. state’s. entire. special-education. student. body,. while. in. Iowa. they. accounted. for. 60. 4. percent.. Across. the. entire. United. States,. SLD. students. comprised. 4. 9. percent. of. all. students. and. 37. 5. percent. of. all. students. with. disabilities. in. 2009-10.. Massachusetts. saw. the. greatest. percentage-point. decrease. in. its. SLD. population. between. 2000-01. and. 200910.. There,. SLD. students. fell. from. 9. 8. to. 5. 9. percent. of. all. students. during. that. time.. As. a. slice. of. the. specialeducation. pie,. in. fact,. Massachusetts’s. SLD. students. went. from. 58. 7. percent. of. all. special-education. students. to. just. 33. 3. percent.. Despite. this. declining. proportion,. however,. Massachusetts. still. identifies. the. second. overall. highest. rate. of. disability. in. the. nation. (see. Behind the Numbers in Outlier States. on. page. 13). Response to Intervention esponse. to. Intervention. (RTI). is. a. method. of. providing. targeted. and. increasingly. intensive. assistance. to. young. children. who. have. difficulty. learning.. RTI. began. to. gain. ground. with. the. enactment. of. the. No. Child. Left. Behind. Act. (NCLB). in. 2001,. which. provided. schools. with. Reading. First. grants. to. introduce. it. and. other. early-reading. strategies. into. general. education.. But. the. program. spread. more. rapidly. in. the. aftermath. of. the. 2004. reauthorization. of. IDEA,. which. allowed. districts. to. spend. 15. percent. of. the. law’s. Part. B. funds. on. RTI. and. other. early-intervening. services,. and. to. use. RTI. as. one. part. of. a. comprehensive. evaluation. process. for. identifying. students. with. SLDs.. In. 2007,. just. 24. percent. of. R districts. reported. that. they. had. implemented. or. were. in. the. process. of. implementing. RTI;. by. 2010,. this. had. risen. to. 61. percent. of. districts. 12 . Indeed,. SLD. may. be. the. disability. population. most. affected. by. early. interventions. like. RTI,. because. such. interventions. can. help. prevent. the. misidentification. and. mislabeling. of. struggling. students—who. may. simply. learn. better. with. enhanced,. tailored. instruction—as. students. with. SLDs.. At. the. same. time,. modifications. in. pedagogical. approach. and. lesson. planning. can. help. to. offset. the. challenges. faced. by. those. students. with. true. but. mild. SLDs.. 8 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 6. SLD as a Proportion of All Students and All Students with Disabilities, by State 2009-10 ALL STUDENTS Iowa 8. 42 7. 63 7. 41 STUDENTS WITH DISABILITIES Nevada Iowa 60. 37 47. 47 45. 06 42. 92 42. 78 42. 73 42. 11 42. 74 44. 25 45. 81 48. 11 Pennsylvania Rhode Island New Jersey Delaware Oklahoma New York 6. 43 6. 29 6. 17 6. 85 Pennsylvania Alabama Arizona Delaware Iowa’s SLD Trend: True or False? New Hampshire South Carolina D. C. 6. 05 5. 99 5. 96 5. 92 5. 85 5. 73 5. 95 5. 97 South Carolina Oklahoma California Texas Utah I Florida Massachusetts Illinois Florida 42. 40 42. 09 41. 87 41. 21 Alaska Ohio Hawaii Montana Alaska D. C. New Mexico South Dakota Alabama Nevada Indiana 5. 48 5. 36 5. 13 5. 11 New Mexico New Hampshire United States New Jersey Ohio Illinois 40. 92 38. 88 38. 46 38. 16 37. 51 38. 87 39. 76 Michigan Montana 5. 03 5. 03 4. 97 5. 01 5. 05 Wyoming United States Arizona Oregon Utah Kansas Maine Rhode Island Tennessee New York Colorado 36. 68 Nebraska Hawaii 4. 89 4. 92 4. 93 4. 95 36. 43 36. 28 35. 53 36. 11 Michigan Washington 4. 82 4. 82 4. 75 Virginia South Dakota Oregon Kansas 34. 94 34. 53 33. 25 32. 06 31. 93 31. 36 31. 51 33. 16 34. 15 34. 57 35. 07 35. 22 West Virginia Vermont Virginia 4. 69 4. 59 4. 61 Massachusetts North Carolina Indiana. North Dakota Washington Wisconsin Missouri Tennessee California 4. 50 4. 38 4. 11 4. 47 4. 52 4. 31 North Dakota Mississippi Wisconsin Arkansas Vermont Georgia Maine Idaho Connecticut Maryland Nebraska North Carolina Connecticut Mississippi Maryland Arkansas 4. 08 4. 00 3. 99 3. 85 3. 70 3. 74 3. 87 4. 04 29. 99 29. 94 29. 36 29. 02 29. 15 29. 81 30. 63 Minnesota Colorado Texas Wyoming Louisiana Georgia Idaho 3. 60 3. 07 2. 97. West Virginia Minnesota Kentucky Louisiana Missouri 28. 69 28. 66 27. 86 13. 10 28. 94 owa. was. a. notable. exception. to. the. general. SLD. trend,. as. one. of. only. four. states. that. reported. an.increase. in. its. proportion. of. SLD. students. from. 2000-01. to. 2009-10.. The. Hawkeye. State. illustrates. the. extent. to. which. data. reporting—rather. than. actual. shifts. in. disability. incidence—may. affect. the. numbers. reported. to. the. public.. . At. 8. 4. percent,. Iowa. had. the. highest. rate. of. SLD. in. the. nation. for. 2009-10.. However,. the. state. does. not. assign. particular. disability. categories. to. its. specialeducation. students;. instead,. it. uses. a. single. â€Å"eligible. individual†. designation. for. all. students. with. disabilities.. To. meet. federal. disability. reporting. requirements,.which. call. for. population. counts. disaggregated. by. disability. category,. Iowa. examines. a. random. sample. of. Individualized. Education. Programs. (IEPs). each. year.. Reviewers. decide,. based. on. the. services. described. therein,. which. type. of. disability. is. likely. being. served. 13. Thus. Iowa’s. high. rate. of. SLD. relative. to. other. states. may. result. from. judgment. errors. made. by. IEP. reviewers,. who. examine. student. services. rather. than. symptoms.. Further. inaccuracy. could. arise. from. outdated. expectations. that. SLD. students. should. comprise. a. large. proportion. of. all. students.with. disabilities:. Beyond. Iowa’s. high. SLD. rate,. the. state. also. reports. low. rates. of. autism. and. OHI,. and. each. of. these. rates. has. remained. relatively. stable. in. the. state. over. the. last. decade.. Given. that. national. SLD. numbers. have. been. dropping. considerably,. while. autism. and. OHI. numbers. are. rising. quickly,. Iowa’s. incidence. rates. may. simply. be. based. on. old. assumptions. Kentucky 0 2 4 6 8 10 2. 04 25. 25 0 20 40 60 80 SLD IDENTIFICATION RATE (%) SLD IDENTIFICATION RATE (%) 9 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Personnel As. special-education. numbers. have.increased. over. the. last. few. decades,. only. recently. declining. for. the. first. time,. the. cost. of. educating. these. students. has. continued. to. increase. at. a. fast. rate. 14. Because. 85. percent. of. special-education. spending. supports. personnel,. special-education. staff. is. obviously. the. main. source. of. swelling. expenditures. 15 Schools. employ. a. diverse. range. of. professionals. to. teach,. support,. and. assist. their. students. with. disabilities.. In. addition. to. special-education. teachers. and. paraprofessionals—employees. who. might. provide. one-on-one. tutoring,. assist. with. classroom.  management,. conduct. parental-involvement. activities,. or. provide. instructional. support. under. the. supervision. of. a. teacher—a. school. might. retain. a. number. of. more. specialized. professionals. such. as. Audiologists,. speech. and. language. pathologists,. psychologists,. occupational. therapists,. physical. therapists,. social. workers,. and. more. 16. Because. shifts. in. these. populations. are. difficult. to. trace. over. time. (mostly. due. to. changes. in. federal. reporting. requirements),. this. analysis. focuses. on. teachers. and. paraprofessionals,. which. together. constitute. over. 80. percent. of. all.  special-education. personnel. 17 The. ratio. of. teachers. to. students. fluctuated. over. the. last. decade,. reaching. its. peak. in. 2005-06. and. declining. quickly. thereafter. (see. Figure. 7).. Public. schools. employed. sixty-five. special-education. teachers. per. thousand. special-education. students. in. 2000-01—or. 412,000. teachers. overall;. that. ratio. rose. to. seventy. per. thousand. in. 2005-06,. and. then. fell. to. sixty-three. per. thousand—or. 405,000. teachers. overall—by. 2008-09.. (Personnel. data. were. not. available. for. 2009-10. as. of. publication. ) In. contrast,. the. number. of. special-educati.

Development Of The Human Zygote Essay -- essays research papers fc

Development of the Human Zygote Hundreds of thousands of times a year a single-celled zygote, smaller than a grain of sand, transforms into an amazingly complex network of cells, a newborn infant. Through cellular differentiation and growth, this process is completed with precision time and time again, but very rarely a mistake in the "blueprint" of growth and development does occur. Following is a description of how the pathways of this intricate web are followed and the mistakes which happen when they are not. The impressive process of differentiation changes a single-cell into a complicated system of cells as distinct as bold and bone. Although embryonic development takes approximately nine months, the greatest amount of cellular differentiation takes place during the first eight weeks of pregnancy. This period is called embryogenesis. During the first week after fertilization, which takes place in the Fallopian tube, the embryo starts to cleave once every twenty-four hours (Fig. 1). Until the eight or sixteen cell stage, the individual cells, or blastomeres, are thought to have the potential to form any part of the fetus (Leese, Conaghan, Martin, and Hardy, April 1993). As the blastomeres continue to divide, a solid ball of cells develops to form the morula (Fig. 1). The accumulation of fluid inside the morula, transforms it into a hollow sphere called a blastula, which implants itself into the inner lining of the uterus, the endometrium (Fig. 1). The inner mass of the blastula will produce the embryo, while the outer layer of cells will form the trophoblast, which eventually will provide nourishment to the ovum (Pritchard, MacDonald, and Gant, 1985). Figure 1:Implantation process and development during embryogenesis (Pritchard, MacDonald and Gant, 1985) During the second week of development, gastrulation, the process by which the germ layers are formed, begins to occur. The inner cell mass, now called the embryonic disc, differentiates into a thick plate of ectoderm and an underlying layer of endoderm. This cellular multiplication in the embryonic disc marks the beginning of a thickening in the midline that is called the primitive streak. Cells spread out laterally from the primiti... ...e a normal infant. When something does go wrong, the embryo or fetus will unfortunately have some type of defect. The amazing accuracy with which a single cell can become something as complex as a newborn infant is a truley incredible feat! Works Cited Baker, David A. "Danger of Varicella-Zoster Virus Infection." Contemporary OB/GYN April 1990: 52. Carlson, Bruce M. Patten's Foundations of Embryology. McGraw-Hill Inc. 1981. Cunningham, MacDonald, and Gant. Williams Obstetrics, Supplement no. 10. 18th ed, Prentice-Hall, Inc. Februay/March 1991: 2,3. "Folic Acid for the Prevetion of Recurrent Neural Tube Defect." Medicine March 1993. Harrison, Ross G. Organization and Develpment of the Embryo. Yale University Press. 1969. Leese, Conaghan, Martin, and Hardy. "Early Human Embryo Metabolism." Bio Essays vol. 15, No. 4 April 1993: 259. Pritchard, MacDonald, and Gant. Williams Obstetrics. 17th ed, Prentice-Hall, Inc. 1985: 139-142, 800. Pritchard, MacDonald, and Gant. Williams Obstetrics, Supplement no. 13. 17th ed, Prentice-Hall, Inc. July/August 1987: 2. "Teratology." ACOG Technical Bulletin February 1985.

The Morality of Advertisments

TITLE PAGE ISSUES OF MORALITY IN ADVERTISMENTS This report is basically about the issues of morality in advertisements; more specifically in sales and marketing. It states the effects advertising executes on its potential customers and also how it affects the businesses that are advertising. NIGEL. PAITO Business year 1 – Accounting & Computing Mrs. JUDY ELISHA HE 116. 1 Academic English Thursday 4th April 2013 Assessment Two – Report Writing Tutorial Group: School of Business CONTENTSTitle Page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [1] Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [2] Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [3] Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [4] Body†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5] 5. 1. Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [5] 5. 1. 1 Survey Method†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [5] 5. 1. 2 Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [5] 5. 1. 3 Participants†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [5] 5. 1. 4 Secondary Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [6] 5. 2 Data Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6] 5. 2. 1 Part A: Demographic Information†¦Ã¢â‚¬ ¦.. [6] 5. 2. 2 Part B: Survey Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [7] 5. 2. 2 Part B: Survey Questions: Question 9†¦ [8] Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [8] 8. 1. Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [8] References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9] INTRODUCTION The reason for undertaking and writing this report on the morality of advertisement is to illustrate a survey which was carried out on what 20 random students thought about advertisements; its structures, types of advertisement to be advertised, etc†¦ The assumptions made in the study were; that the twenty students would give advantages or disadvantages of advertisements and how it made watching television, reading newspapers or hearing the radio enjoyable, entertaining or irritating for them.Relevant terms used in the report include: (A) Advertising; the paid, impersonal, one-way marketing of persuasive information from an identified sponsor disseminated through channels of mass communication to promote the adoption of goods, services or ideas (Curtis, 2011). (B) Sales; the act of selling a product or service in return for money or other compensati on. Sales involves most or many of the following activities; including cultivating prospective buyers (or leads) in a market segment; conveying the features, advantages and benefits of a product or service to the lead; and losing the sale (or coming to agreement on pricing and services). A sales plan for one product might be very different than that for another product (Barnes, 1993). And (C) Marketing; the systematic planning, implementation and control of a mix of business activities intended to bring together buyers and sellers for the mutually advantageous exchange or transfer of products (Pride, Hughes & Kapoor, 1999). Of all the major perspectives by which people construct the world, advertising is at once among the most influential and the least examined.Hence this report is basically going to cover the morality of advertising in sales and marketing but apart form that any other sub-topics outside this two main branches as stated above will not be directly included in this re port but I might state a bit of supporting information from the outside in-line with the two above. Information was gathered by way of interviews with the selected students; firstly a survey was carried out to investigate the perception about advertisements and then the results were stated in this report. LITERATURE REVIEW The purpose of advertising is to encourage people to buy something† (Garofalo, 1998). In any successful business, advertising play an essential and important role. Though advertising does not mean selling of products and services but it helps in increasing your sales. This statement advocates that advertising is used as a tool; through suggestion and pointing out the benefits by polishing the â€Å"apple†. Advertising can be used to produce product awareness in general public and to make business more popular within the circle of potential buyers.Advertising, in a straight line, increases profit of the companies by escalating its revenue. The expendit ure made on advertisement can turn as good boost in earnings (Quester, McGuiggan, McCarthy & Perreault 2001). Advertising saturated our social lives. We participate, daily, in deciphering advertising images and messages. Yet because advertisements are so persuasive and our reading of them so routine, we tend to take for granted the social assumptions embedded in advertisements.We do not ordinarily recognise advertising as a sphere of ideology (Gustafson, 2001). In most countries, the government takes legal and active roles in deciding what kinds of advertising are permitted, what is considered fair and what is inappropriate (Quester et al, 2001). While truth in advertisement is a key legal issue, it has moral dimensions as well. â€Å"Critics of U. S advertising has two main complaints – that it is wasteful and the most fundamental issue deception; making false or misleading statement in an advertisement†.Other than that, when producing or advertising a particular prod uct and in the course using absolute superlatives such as â€Å"Number One† or â€Å"Best in the World† when referring to the particular product, it is sometimes called puffery and is considered completely legal (O’Guinn, Allen & Semenik, 2000). Critics also argue that advertising does not provide good product information at all. The basic criticism of advertising here is that it frequently carries little, if any, actual product information. What it does carry is hollow ad-speak.Advertisements are rhetorical; there is no pure â€Å"information†. All information in an advertisement is biased, limited and inherently deceptive (O’Guinn et al, 2000). BODY METHODOLOGY Survey Methods: The survey method used to collect data in this report was through the use of questionnaires. The questionnaire had two sections (A and B): Section A contained the Demographic Information in which students were told to provide their personal information by ticking the approp riate box relevant to them.And section B contained the Level of Agreement, in which they were told to put a tick beside each statement where they strongly disagreed, disagreed, agreed or strongly agreed. Data Collection: There were numerous steps that were followed in order to collect this data. The first step was the construction of the questionnaire, which the lecturer did. Once that was done the questionnaire where then given to SoB representatives on behalf of all the students. The representatives were ell-versed and given directions by the lecture to distribute the questionnaires to the students to be surveyed. There were 20 questionnaires given and upon completion were tabularized and uploaded on PAU intranet. Participants There were 20 participants of this survey, all of whom are students at Pacific Adventist University. Their demographic information is explained in detail below. Secondary Sources There were not any secondary sources that were followed when carrying out the r esearch apart from the use of published advertising books and the internet.Besides that everything came firsthand: Students were informed as to the purpose of the research. This was done through face to face verbally. To uphold privacy, students were instructed not to write down their names, as only their positive and honest responses were required. Besides, the survey questionnaire was short enough for the students to fill out, so that not much of their time was taken up. DATA ANALYSIS Part A: Demographic Information.According to the data collected, a total of 20 students participated in the research: | |Male |Female | |Gender | | | | |14 |6 | | |Single |Married | |Marital Status | | | | |14 |6 | | |Day Indoor | |Residence | | | | |13 |7 | | |1st |2nd |3rd |4th | |Year | | | | | | |4 |4 |6 |6 | | |SOHS |SOT |SOE |SOB |SOAH |SOST | |School | | | | | | | Part B: Survey Questions Section B of the questionnaire contained the actual questions on the morality of advertising. This section contained 8 questions with responses ranging from strongly disagreeing to strongly agreeing. While the 9th question was more of a general attempt to view the students’ perspective of their understanding in regards to advertisements. According to the student’s understanding on the ethics of advertising, when asked: Answers shown in percentages) Question 9 Responses: †¢ Some are persuasive, others are boring †¢ Only healthy products should be advertised †¢ Good to introduce products, for awareness purposes †¢ Advertisements should abide by certain rules and regulations †¢ Influences people to buy †¢ Should promote products and not compete with or criticize other companies †¢ Can be manipulative †¢ Should be moral and ethical †¢ Good for maximising profits †¢ Enable people to cultivate the power of choice CONCLUSION From the resulted stated above, generally it can be concluded that; in any successful business, advertising plays an essential and important role.Advertising makes the general public becomes conscious about products, services and goods under the brands, they persuade people towards these brands and make them buy better brands. APin See all 5 photAAAadvertising has been used to create awareness in the general public and to make businesses more popular within the circle of potential buyers. Advertising, in a straight line, increases profit of the companies by escalating its revenue. The expenditure made on advertisement can turn as good boost in earnings. And that’s where the famous saying comes in; â€Å"You reap what you sow†. RECOMMENDATIONS From these results it has been proven that it advertising really influences people’s choice when it comes to economic decision making and so it has the power of persuasion.Also my research has found out that advertisement cannot be avoided in life therefore advertisement has developed from simple words, pictures and action into this unavoidable pastime but consequently will evolve into a culture in the long run. Therefore I recommend people to be not easily deceived by the persuasive advertisement but rather focus on the informative advertisements because these types of advertising give ethical details on these particular products. And also we should not take for granted the mere social assumptions entrenched in advertisements, but rather see them as a field of ideology and influence. REFERENCES Dr. Curtis, A. (2011). Mass Communication. Pembroke: North Carolina. University of North Carolina. Barnes, S. (1993). Essential Business Studies: The Collins guide to success. Hammersmith: London. Collins

5 formas de obtener la ciudadanía americana

La ciudadanà ­a americana brinda, entre otros derechos, poder vivir y trabajar sin restricciones en los Estados Unidos y viajar con el pasaporte de ese paà ­s. Es muy comà ºn pensar que la nacionalidad estadounidense sà ³lo se obtiene si se nace en el paà ­s, pero eso es una idea equivocada. De hecho, son 5 los posibles caminos para obtener la ciudadanà ­a americana: nacimiento, sangre, naturalizacià ³n, derivacià ³n o adopcià ³n. A continuacià ³n, los requisitos para cada caso. Ciudadanos de EE.UU. por nacimiento en ese paà ­s La forma mà ¡s comà ºn de adquisicià ³n de la ciudadanà ­a estadounidense es por jus soil que es por nacimiento en cualquiera de los 50 estados que componen los Estados Unidos de Amà ©rica o en alguno de sus territorios como, por ejemplo, Puerto Rico, Islas Và ­rgenes Americanas, Guam y las Islas Marianas del Norte. Casi todos  los nacidos en Estados Unidos son ciudadanos americanos. La excepcià ³n son los hijos de padres extranjeros que se encuentran temporalmente en EE.UU. trabajando como diplomà ¡ticos para el gobierno de otro paà ­s. Ello se debe a que los diplomà ¡ticos no està ¡n sujetos a la jurisdiccià ³n de Estados Unidos.   La ciudadanà ­a americana para el resto de los nacidos en el paà ­s està ¡ protegida por la Enmienda 14 de la Constitucià ³n. No importa el estatus migratorio de los padres. Si un bebà © nace en Estados Unidos o en uno de sus territorios el nià ±o es estadounidense aunque uno o los dos padres sean indocumentados. En este punto cabe destacar que es importante obtener cuanto antes el certificado de nacimiento del nià ±o, el Nà ºmero del Seguro Social y, si es posible, el pasaporte estadounidense. Si un menor sale de EE.UU. sin pasaporte de este paà ­s podrà ­a tener mà ¡s tarde problemas para regresar como estadounidense si no es posible probar que la madre estaba en EE.UU. en la fecha de nacimiento o si se le cambian los apellidos o el nombre al nà ±o y no coinciden exactamente con los de su certificado de nacimiento americano. Tambià ©n se està ¡n dando problemas en el caso de menores estadounidenses hijos de indocumentados que salen de EE.UU. ellos solos y con pasaporte americano y à ©ste expira estando en otro paà ­s. En este caso podrà ­a haber problemas para renovarlo porque los padres indocumentados siguen en EE.UU. y no pueden presentarse con el nià ±o al consulado o a la embajada para pedir su renovacià ³n. La consecuencia de este problema es que el nià ±o podrà ­a no obtener su pasaporte para regresar a EE.UU. Finalmente, una aclaracià ³n a las personas de otros paà ­ses que pueden considerar venir a Estados Unidos a dar a luz para asà ­ asegurarse el pasaporte estadounidense para el recià ©n nacido. Es una prà ¡ctica que sà ­ se realiza, pero conviene saber que el oficial migratorio puede impedir el ingreso a mujeres embarazadas extranjeras si no pueden probar que tienen cà ³mo pagar por un parto. Ademà ¡s, deben conocerse los  riesgos de tener un hijo en Estados Unidos con visa de turista y resaltar que los menores estadounidenses no cambian la situacià ³n migratoria de sus padres. Para que un hijo pueda pedir a sus padres es necesario que tenga 21 aà ±os de edad y, ademà ¡s, se cumplan otros requisitos. Ciudadanà ­a americana por naturalizacià ³n La naturalizacià ³n es un trà ¡mite por el que un extranjero que es residente permanente legal  solicita voluntariamente la ciudadanà ­a americana.   La mayorà ­a de las naturalizaciones tienen lugar cuando un residente permanente legal solicita la ciudadanà ­a cinco aà ±os despuà ©s de haber conseguido la green card  o de tres aà ±os si està ¡n casados con un estadounidense. Ademà ¡s, hay casos especiales de naturalizacià ³n: Ciudadanà ­a americana por los abuelosCiudadanà ­a para militaresAlgunos casos de adopcià ³n Se estima que en la actualidad aproximadamente ocho millones de residentes permanentes legales cumplen los requisitos para solicitar la ciudadanà ­a por naturalizacià ³n. Muchos no lo hacen porque le tienen miedo al examen de conocimientos histà ³ricos y cà ­vicos y, muy especialmente, al de inglà ©s. Sin embargo hay que tener en cuenta que existen excepciones y casos en los que  no hay que rendir el examen de inglà ©s durante la naturalizacià ³n. Ademà ¡s, en todo el paà ­s està ¡n presentes organizaciones que dan clases gratis para preparar el examen de ciudadanà ­a. Los ciudadanos naturalizados adquieren, bà ¡sicamente, los mismos derechos que los ciudadanos por nacimiento. Sin embargo, no pueden aspirar a ser presidentes del paà ­s, un privilegio reservado a lo que se denomina natural born citizens. Por à ºltimo, despejar dos dudas muy comunes. En primer lugar,  que en contra de lo que frecuentemente se cree, los ciudadanos americanos por naturalizacià ³n no pierden la ciudadanà ­a si abandonan Estados Unidos y se van a vivir de forma definitiva a otro paà ­s. Esa situacià ³n se daba en el pasado, con otras leyes, pero ya no es asà ­. En segundo lugar, Estados Unidos permite la doble nacionalidad, es decir, no exige que se renuncie a la de nacimiento como condicià ³n para adquirir la estadounidense por naturalizacià ³n. Sin embargo, antes de solicitar la naturalizacià ³n es aconsejable verificar las leyes del paà ­s de origen porque en muchos casos adquirir la ciudadanà ­a de Estados Unidos puede significar perder automà ¡ticamente la del paà ­s de origen. Ciudadanà ­a derivada automà ¡tica para hijos de naturalizados Cuando una persona adquiere la nacionalidad americana por naturalizacià ³n, sus hijos se convierten en estadounidenses de forma automà ¡tica siempre y cuando: Sean menores de 18 aà ±os y residentes permanentes legales. Es decir, sean titulares de su propia tarjeta de residencia.Que vivan con el papà ¡ o la mamà ¡ que se convierte en ciudadano y que à ©ste tenga su custodia fà ­sica y legal de los menores de edad. Esto es asà ­ desde el 27 de febrero de 2001, cuando entrà ³ en vigor la reforma de la Ley de Ciudadanà ­a para Nià ±os, conocida como CCA, por sus siglas en inglà ©s. Esa fecha es muy importante porque las reglas que aplicaban con anterioridad eran diferentes. Por lo tanto, las personas en esa situacià ³n deberà ­an obtener mà ¡s informacià ³n en este enlace sobre cà ³mo probar la ciudadanà ­a americana derivada en estos casos y quà © sucede con las personas en esta situacià ³n con anterioridad a la entrada en aplicacià ³n de la nueva ley. Adopcià ³n por parte de ciudadanos estadounidenses Los nià ±os nacidos en el extranjero que son adoptados por ciudadanos americanos adquieren, por lo general, la nacionalidad de sus padres. Pero existen diversos casos que conviene conocer  ya que es posible en algunos casos que se adquiera la situacià ³n de residente permanente legal. Nacidos en el extranjero cuando los padres son americanos o derecho de sangre Las personas nacidas en otro paà ­s son americanas desde el momento de su nacimiento si el padre, la madre o ambos son estadounidenses. Pero siempre y cuando se cumplan una serie de requerimientos  muy estrictos que son diferentes si ambos padres son ciudadanos, si sà ³lo es uno de ellos y si està ¡n solteros o casados. Las personas interesadas pueden informarse sobre los requisitos que deben cumplirse para transmitir por derecho de sangre la nacionalidad  por padre o madre al hijo nacido en el extranjero, lo que tambià ©n se conoce como derecho de sangre o ius sanguinis. Cuando no se cumplan, en algunos casos todavà ­a serà ¡ posible que el menor obtenga la ciudadanà ­a pero a travà ©s de un abuelo y pasando por un proceso de naturalizacià ³n. Derechos y obligaciones de ciudadanos En Estados Unidos, los ciudadanos gozan de derechos y privilegios reservados para ellos. Por ejemplo, pueden votar registrà ¡ndose previamente, viajar con pasaporte de EE.UU., desempeà ±ar ciertos trabajos federales reservados para ellos, pedir los papeles a mà ¡s familiares que los residentes permanentes, etc. Pero tambià ©n tienen obligaciones que continà ºan a aplicar incluso aunque residan habitualmente fuera de los Estados Unidos, como es, por ejemplo, la de pagar impuestos o, en el caso de los varones jà ³venes, anotarse al Servicio Selectivo. Todos los pros y cons de adquirir la ciudadanà ­a americana deberà ­an tenerse en cuenta antes de adquirirla. Puntos claves: 5 formas de adquirir la ciudadanà ­a americana En la actualidad, existen 5 formas de adquirir la ciudadanà ­a estadounidense:Nacimiento: para todos excepto hijos de diplomà ¡ticosNaturalizacià ³n: cuando un residente permanente legal decide hacerse ciudadano Derivacià ³n: para algunos hijos de los residentes permanentes legales que se convierten en ciudadanos.Adopcià ³n: para nià ±os nacidos en el extranjeros y adoptados por estadounidensesSangre: para nià ±os nacidos en el extranjero hijos de ciudadanos americanos. Este es un artà ­culo informativo. No es asesorà ­a legal.