10 bases de datos para buscar trabajo en Estados Unidos

10 bases de datos para buscar trabajo en Estados Unidos Al igual que sucede en otros paà ­ses, en Estados Unidos se obtiene frecuentemente empleo a travà ©s de familiares o amigos que ponen en contacto a la persona interesada en trabajar con el empleador. Adems, es comà ºn encontrar trabajo recurriendo a bases de datos especializadas en empleo. En este artà ­culo se informa sobre bases de datos reputadas a la hora de emplear. Adems, se informa sobre quià ©nes pueden trabajar legalmente en Estados Unidos y quà © empresas o instituciones tienen un rà ©cord notable patrocinando tarjetas de residencia permanente, tambià ©n conocidas como green cards, o visas temporales de empleo a trabajadores extranjeros. Tome en cuenta: Bà ºsqueda de empleo en Estados Unidos Si no se tiene un documento para trabajar legalmente en Estados Unidos (y si no hay otros impedimentos migratorios), debe obtenerse patrocinador. Las empresas e instituciones solo pueden patrocinar si cumplen requisitos estrictos establecidos por las leyes migratorias.  ¿Quà © documentacià ³n requieren los extranjeros para trabajar legalmente en EE.UU.? Es muy importante entender que en Estados Unidos las opciones para que los extranjeros puedan trabajar legalmente estn reguladas por la ley y son bsicamente: Residencia permanente, que se puede sacar de muchas maneras, incluida por patrocinio laboral y en casos excepcionales de  personas absolutamente brillantes se les permite patrocinarse a ellas mismas.Visas con las que se puede trabajar, como las H, las de intercambio conocidas como J, las O para personas con habilidades especiales u otras.Visas que no permiten trabajar salvo en casos muy particulares, como la F-1 de estudiante.Permisos de trabajo, que no deben confundirse con las visas de trabajo . 10 bases de datos para encontrar trabajo en EE.UU. El siguiente listado incluye 10 bases de datos generalistas de interà ©s tanto para quienes buscan visa o green card, como para quienes ya tienen documentos para trabajar.   1.  Careerjet.com. Permite buscar entre aproximadamente cuarenta millones de ofertas de empleo en todo el mundo, de las que unos siete millones corresponden a Estados Unidos. 2.  Disney. Ofrece diferentes trabajos en distintos paà ­ses, incluyendo Estados Unidos, Canad, Reino Unido e Irlanda. 3. Higheredjobs.com. Ms de dos mil universidades, casi todas de los Estados Unidos, publicitan en esta pgina sus ofertas laborales para profesores tanto en colleges de cuatro aà ±os como en community colleges de dos. 4.  Hispanic-jobs.org. Oferta empleos para personas bilingà ¼es inglà ©s-espaà ±ol. 5.  iHipo.com. Esta web permite buscar trabajo internacional, incluido en Estados Unidos, a licenciados universitarios. Adems, ofrece programas de prcticas en empresa, tanto para estudiantes como para recià ©n licenciados. Y en empresas relevantes como ABB o Goldman Sachs. 6.  Indeed.com. Este es un portal con variaciones en multitud de paà ­ses. La bà ºsqueda se puede hacer por compaà ±Ãƒ ­a, por lugar donde radica el puesto de trabajo que se oferta o por el tipo de empleo que se busca. 7.  Jooble.org. Un gran mapamundi permite presionar sobre cualquier paà ­s marcado en verde y comenzar la bà ºsqueda de empleo. Hay ofertas en prcticamente toda Europa, Estados Unidos, Canad, Latinoamà ©rica, Australia y buena parte de Asia. 8.  Linkup.com. Aquà ­ se puede buscar trabajo y aplicar directamente con las compaà ±Ãƒ ­as que ofertan empleo. Adems, tiene portales propios para ofertas en Canad y el Reino Unido. 9.  Naciones Unidas. El portal de la ONU ofrece todas las novedades en empleo en las organizaciones que dependen de esta institucià ³n. Para trabajar en la sede de Nueva York conviene destacar que se podrà ­a disfrutar de la visa G-4, que ofrece grandes ventajas. 10.  Simplyhired.com. En esta base de datos se puede realizar la bà ºsqueda por ciudad, compaà ±Ãƒ ­a, profesià ³n o categorà ­as en las que no es infrecuente la contratacià ³n de extranjeros con necesidad de patrocinio de visa, como la ingenierà ­a, software o enseà ±anza. Adems, todos los profesionales deberà ­an tener en cuenta la red social LinkedIn a la hora de buscar trabajo, tanto para buscar empresas como para colocar visible un perfil profesional para atraer a posibles empleadores. Asimismo, es recomendable verificar las oportunidades que brindan bases de datos de empleo especialistas en trabajo para latinos, como latpro, ihispano o latinosinhighered, à ©sta à ºltima para empleos en universidades. Los cruceros son tambià ©n una fuente de empleo a tener en cuenta ya que brindan posibilidad de empleo a categorà ­as de trabajos muy distintas e incluso en las menos cualificadas el sueldo bsico suele ser superior al sueldo mà ­nimo de EE.UU. Varias agencias estn especializadas en seleccionar trabajadores para cruceros, para los que serà ­a posible obtener la visa C1/D para trabajar. Por à ºltimo, para las personas que ya tienen papeles, pueden considerar como carrera las oportunidades que brinda el Ejà ©rcito y tambià ©n las ofertas de empleos en el gobierno federal.   Empresas con rà ©cord de patrocinar green card y visas de trabajo Si se busca una green card por trabajo, un buen lugar para empezar la bà ºsqueda de patrocinador es verificando las 100 empresas que en el à ºltimo aà ±o patrocinaron ms tarjetas de residencia. Adems, hay informacià ³n sobre el nà ºmero de patrocinados, salarios medios brindados y sector.  Debe tener en cuenta que la mayorà ­a son del sector de las tecnologà ­as, pero hay muchos ms, incluso trabajos para los que no es necesario tener estudios universitarios, algunos muy bien pagados. En cuanto a los patrocinadores de las visas H-1B, para profesionales, estas son las 100 empresas con mayor nà ºmero de patrocinados. Cabe destacar que estas visas son muy codiciadas y que, dependiendo del trabajo, es posible que se tenga que esperar muchos meses para obtener una, o incluso a pesar de tener patrocinador, no obtenerla por no ganar la loterà ­a. Adems, existen empresas privadas de colocacià ³n que a cambio de un pago se dedican a encontrar posibles patrocinadores de esta visa para buenos candidatos extranjeros. Algunas de ellas estn especializadas en determinados trabajos, por ejemplo, Randstad es buena para ingenieros y tambià ©n theengineeringjob. En cuanto a las visas H-2A para agricultura y H-2B para trabajos temporeros no agrà ­colas, estos son reclutadores en Mà ©xico para empresas estadounidenses.  Antes de cerrar un acuerdo con un reclutador, debe verificar  si tiene un buen rà ©cord o si en el pasado ha tratado mal o estafado a trabajadores. En las visas H-2A, el mayordomo, es decir, el capataz, con frecuencia es mexicano o centroamericano y pide a su patrono que aà ±o tras aà ±o contrate a personas de sus pueblos o zonas. Aunque con la administracià ³n del Presidente Donald Trump se ha dado un recorte en el nà ºmero de visas O y H-2B que se aprueban cada aà ±o fiscal, las H-2A han experimentado un movimiento contrario, es decir, al alza. Asà ­, en el aà ±o fiscal 2018 se aprobaron un total de 242.762 visas agrà ­colas segà ºn datos del Departamento de Trabajo de los Estados Unidos, lo que supone un incremento del 146 por ciento en apenas ocho aà ±os. En cuanto a las enfermeras/os, existen agencias de contratacià ³n especialistas en buscar trabajo a este tipo de profesionales extranjeros. Este es un trabajo siempre en gran demanda en los Estados Unidos y, en consonancia, son bien pagados. Los mà ©dicos y los maestros son tambià ©n profesionales en gran demanda. Los maestros suelen ser contratados con visas H-1A, con la J-1 de intercambio mediante agencias autorizadas o incluso patrocinados para una green card.   Las visas de intercambio J-1 son una categorà ­a muy amplia y en muchos de los programas agencias autorizadas brindan servicios de colocacià ³n a los candidatos extranjeros, como es el caso de nià ±eras (au pairs), staff de apoyo para campamentos de verano, trabajo en ONGs de los Estados Unidos, etc. Para los tripulantes y dems empleados de cruceros que estn interesados en obtener una visa C-1/D, se puede contactar directamente con las empresas, como Royal Caribbean, o tambià ©n se puede realizar la bà ºsqueda a travà ©s de agencias intermediarias, como Cruisehipjobs o uno de estos ms de 300 reclutadores en 65 paà ­ses.   Consejos para buscar trabajo en los Estados Unidos El primer consejo para buscar con à ©xito trabajo en los Estados Unidos es hacer un buen CV o resumà ©, y una excelente carta de presentacià ³n siguiendo uno de los modelos comunes en los Estados Unidos. Es importante que està © en inglà ©s y sin faltas de ortografà ­a. Adems es muy importante personalizar estos documentos segà ºn las caracterà ­sticas de la empresa a la que se le envà ­a. No se debe cometer el error de enviar el mismo a todas. Tambià ©n es importante ser proactivo. Es decir, buscar el mayor nà ºmero de empresas posible, ver quà © buscan y comunicarse con ellas. Por à ºltimo, tener mucho cuidado y evitar problemas con las autoridades migratorias. Cada visa es para lo que es. Por ejemplo, una visa de turista no es para estudiar a tiempo completo  ni tampoco para trabajar, tanto una como otra accià ³n constituyen una violacià ³n migratoria. Tampoco es correcto ingresar a Estados Unidos como turista con el fin de buscar trabajo. Si en algà ºn momento un oficial de Inmigracià ³n sospecha que ese ha sido el caso, se va a tener problemas. Otra cosa distinta es si una vez aquà ­ surge la posibilidad de que una empresa ofrezca una oportunidad de empleo.   La realidad de los salarios Para las personas interesadas, la oportunidad de trabajar o emigrar a Estados Unidos es una gran decisià ³n que, en general, compensa situaciones dolorosas como dejar a familia, amigos y paà ­s para hacer vida en un paà ­s extraà ±o. Entre las razones por las que las que se da el gran salto para trabajar en Estados Unidos estn las mejores condiciones econà ³micas y laborales. Y, por supuesto, que eso es asà ­. Pero no hay que estar ciego a las realidades. Por ejemplo, la vida es ms cara en Estados Unidos, por lo que a veces no se gana tanto como se cree como demuestra este comparativo salarial de 8 profesiones en 8 paà ­ses distintos. Esto es especialmente verdad en profesiones que pagan poco, como por ejemplo, el salario mà ­nimo  que puede ser insuficiente en las ciudades ms caras del paà ­s. Tambià ©n hay que tener en cuenta que se pagan impuestos federales y estatales y que estos à ºltimos varà ­an grandemente de estado a estado y pueden hacer una gran diferencia en ingresos reales. Por à ºltimo, tener presente que se han dado casos de fraude en ofertas laborales a trabajadores extranjeros, particularmente con las distintas visas de la familia de las H. En estos casos, es posible denunciarlo. Este artà ­culo es meramente informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Attacks on Private Hire Taxi Drivers in Oldham Essays

Attacks on Private Hire Taxi Drivers in Oldham Essays Attacks on Private Hire Taxi Drivers in Oldham Essay Attacks on Private Hire Taxi Drivers in Oldham Essay For three days in May 2001 the eyes of the nation, and a sizable part of the world, were on Oldham. The town whose main claim to fame was that it was once the cotton spinning capital of the world was thrust into the limelight for the less worthy reason that it was the scene of the worst racially motivated riots in fifteen years. (Ritchie, 2001) Since the riots of May 2001 there has been an increased occurrence of violent attacks on taxi drivers being reported in both local and national media, these attacks culminated in January 2003 in the murder of Izra Hussain, an Asian private hire taxi driver and father of six. The aim of this report is to try to find out whether these attacks are racially motivated. In the Dictionary of race and Ethnic Relations (1984) E. E. Cashmore defines prejudice as learned beliefs and values that lead an individual or group of individuals to be biased for or against member of particular groups. Prejudice is therefore about what people think and is not necessarily translated into actions. Discrimination, on the other hand, is about actions. Cashmore defines it as the unfavourable treatment of all persons socially assigned to a particular category. Both prejudice and discrimination are often based on stereotypes about particular groups of people. In order to research these attacks we are going to use various methods, making sure that we follow the three most prominent criteria for the evaluation of social research, which are according to Bryman (2001) are reliability, replication and validity. Reliability is concerned with the question of whether the results of a study are repeatable. Reliability according to Bryman is very close to another criterion of research- replication and more especially replicability. It sometimes happens that researchers choose to replicate the findings of others. The final and in many ways the most important criterion of research is validity. Validity is concerned with the integrity of the conclusions that are generated from a piece of research. With these criteria in mind, the following methods of collecting data for this report have been chosen. The main body of data has been gained from a semi-structured interview using a mixture of open and closed questions. A structured interview entails the running of an interview schedule by the interviewer. The aim is for all interviewees to be given exactly the same context of questioning. For the purpose of this research the interviews were conducted in person by visiting the interviewees in their work situation. The sample for this research was taken from private hire taxi drivers, figures from Oldham Metro Councils licensing Department (2003) state that there are approx 800 drivers working and that they are split roughly 60% Asian and 40% UK/White. Given these figures, 20 respondents, 12 Asian and 8 UK/White were chosen. This meant going to various private hire taxi offices in the Oldham area. In a personal interview, the interviewer may respond to signs, such as puzzlement or unease, by restating the question or attempting to clarify the meaning of the question. This may entail prompting, when an interviewer suggests a possible answer to a question to the respondent. Bryman (2001) states that prospective respondents have to be provided with a credible justification for the research in which they are being asked to participate and for giving up their valuable time. The results from the interview were noted by writing down the respondents replies. To back up our main body of research, a quantitative content analysis of local newspaper and taxi trade magazines. In analysis we sought to quantify the contents in terms of predetermined categories. In this case we looked for individual stories, which portrayed physical assaults on taxi drivers, by counting individual stories and then analysing the nature of assault and the types of perpetrators involved. The local newspaper archive was used and sources from the last 2 years were analysed. The analysis of the taxi trade magazine, which was carried out on-line, was used to see if these attacks took place nationally. Bryman (2002) states that content analysis is a very transparent research method; it can allow a certain amount of longitudinal analysis with relative ease. Pawson (1995) argues that formal content analysis is not without its problems. Simply counting the number of items tells you nothing about their significance, and the meanings of the text or images being studied can only be implied. Our research found that out of 20 respondents, 12 where of Asian, Pakistani or Bangladeshi descent, and 8 described themselves as of White UK descent. The age of the respondents was between 25 and 65. Of the 20 respondents 17 were married, 2 were co-habiting and one was single. It should be noted that all of the Asian respondents were married and all had children. All the drivers interviewed described themselves as self-employed private hire taxi drivers. They worked on average 60 hours a week; this was usually split between days and evenings. The evening work was mostly on Friday and Saturday. Shifts of 12 hours were not unusual at busy times. Oldham is a mixed urban and rural town on the edge of the West Pennines, most of the private hire taxi offices (22 in all) are situated in the town centre, but the drivers cover the whole borough. When asked about attacks on private hire driver 19 out of the twenty respondents reported that they had suffered some form of attack or abuse.

Extra Cridets Essay Example | Topics and Well Written Essays - 250 words - 2

Extra Cridets - Essay Example The code stipulates that anyone in violation of the law shall be liable to a fine of upto$500. The law affects individuals in the sense that, they make them aware of other pedestrians and motorists using the read; hence, ensuring that they protect them from any harm that may arise from dangerous driving. The law affects the business in Indiana in a positive way in that, in case people are not violating the law then it means that people get to their work places on time. Therefore, these creates a productive economic society; hence, improving the business in Indiana. In case, an individual was accused of violating the law the case would be a state case because the violation falls under the state laws of Indiana. The violation would also fall under public law, as it is a criminal offence to violate Indiana Code 9-21-8. In my opinion, I think the statute is a good law because it ensures motorist are aware of the laws; thus, making them careful about how they drive their vehicles. The law to some extent is effective although it has some loopholes, especially in the Indiana Code 9-21-8-59 when it comes to the confiscation or retaining of the cell phone. This is because besides texting there are many things that one can do with their

Whether the personal consciousness survives death Essay

Whether the personal consciousness survives death - Essay Example â€Å"[T]here is life after death† (Weintrub). The personal consciousness survives the death, and its satisfaction depends upon the goodness of deeds the individual performed in this world when he/she was alive. After death, an angel takes the soul out of the body and escorts it to either of the two places, one of which is meant for the good souls and the other for the bad souls. While the soul is taken out of the body, it still maintains a connection with it. The body is buried in the earth in the grave. Inside the grave, the dead body is exposed to different kinds of circumstances depending upon the kinds of deeds the person performed in the world while he/she was alive. The grave of a person who performs good deeds expands so that the person does not get suffocated inside the grave. In fact, the grave is enlightened with the light and fragrance of the heaven. Although the soul is departed from the dead body and it is only the dead body that is buried in the grave, yet the soul can feel just the same whatever the dead body does. Hence, the soul of a good person feels all the pleasures and peace that the dead body is blessed with. On the other hand, the grave in which the dead body of a ba d person is placed becomes narrower and narrower until it pressed the body so hard that the bones become dislocated and merge into one another. Again, all of this happens to the dead body, yet the soul can feel all the pain that it would had it been inside the dead body. Although consciousness survives the death, yet there are limits to it. One cannot say for sure that the soul can hear the cries of the relatives who mourn over the person’s death while the dead body is being buried or later. However, there is no doubt in the fact that the soul cannot reply any human being once it has been taken out of the body. The soul can feel the pain or joy depending upon the deeds the individual did when alive.

The Importance of Warming Up Prior To Playing Golf Essay

The Importance of Warming Up Prior To Playing Golf - Essay Example Warming up prior to a game of golf not only enhances flexibility, it prevents injury and improves one's’ game. By warming up ones’ body otherwise tight muscles are stretched and lengthened decreasing the chance of pulling and straining while allowing for optimum performance during ones’ swing. In today’s society, golfers range in ages from teens up to seniors. Certainly, as we age our flexibility decreases and our bone structure changes creating greater challenges physically. Age does not necessarily have to be a detriment to one’s game. It is the approach and preparation that must change. One must treat the body as a finely tuned instrument and by doing so; warm it up prior to execution of the game. A strategic warm up allows the golfer to mentally and physically prepare for the game by going through each stage as if on the green. There is much to consider in the game of golf such as ones’ stance, grip, and setting up of the ball position an d the swing. Where golf looks as though it is an easy and lackadaisical sport, the entire body is in motion when a golfer is taking a swing. One must engage the head and neck muscles, the hands, arms, wrist, shoulders, trunk, legs, hips and the back when golfing. Imagine going into the green cold sans warm up to swing a club and the possible injuries that could occur. What exercises should the warm up programme include? One should focus on doing 10 minutes of continuous exercise to raise the temperature of the muscles, thus avoiding muscle stiffness. Where he found intense stretching is not extremely important, one should perform actions that are similar to what they are about to engage in following the warm up. According to the British Journal of Sports Medicine (Fradkin, Finch, Sherman, 2001) a study was held to determine the proportion of golfers that actually warmed up as well as their warm up behaviours. Researchers directly observed golfers over a three-week period and found o nly 53.4% actually warmed

Optimizing Cloud Resources Implementation of IPTV Service

Optimizing Cloud Resources Implementation of IPTV Service Optimizing Cloud Resources Implementation of IPTV service delivery through Virtualization MOHAMMAD ISMAIL Abstract- The Internet Protocol Television is a system over which Internet television services are delivered using the networking and architecture methods of the Internet Protocol Suite through a packet-switched network infrastructure, e.g., the Internet and broadband Internet access networks, rather of being delivered over traditional radio frequency broadcast, satellite signal, and cable television (CATV) formats. Implementation of IPTV Virtualization is of practical concern in numerous applications such as detecting an IPTV service delivery failure. The intrusion detection is determined as a mechanism for an IPTV service delivery over virtualization to detect the existence of inappropriate, incorrect, or anomalous moving attackers In this paper, we ruminate this issue according to inhomogeneous IPTV service delivery models. Furthermore, we ruminate two sensing detection models single-sensing detection and multiple-sensing detection we want to lower a providers cost of real-time IP TV services over a virtualized IPTV architecture and over intelligent timeshifting of service delivery, We define a extrapolated framework for computing the amount of resources needed to support multiple services, without missing the deadline for any service. We construct the problem as an optimization formulation that uses a generic cost function. Our simulation results show the benfits of multiple sensor inhomogeneous WSN IPTV service delivery through virtualization. We also show that there are attarctive open problems in designing mechanisms that allow time-shifting of load in such environments. I. Introduction Now a days the demand for Internet-based applications grows around the world, Internet Protocol Television (IPTV) has been very popular. The recent advances in communication and computer technology, television has gone over many advances over the years. Now a days IP based video delivery became more popular (IPTV). demands placed upon the service provider’s resources have dramatically increased. Service providers typically provision for the high demands of each service across the subscriber population. However, provisioning for high demands leaves resources under employ at all other periods. This is particularly evident with Instant Channel Change (ICC) requests in IPTV. Our goal is to take favor of the difference in workloads of the different IPTV services to better utilize the deployed servers. In IPTV, Live TV is typically multicast from servers using IP Multicast, with one group per TV channel. Video-on- Demand (VoD) is also supported by the service provider, with each req uest being served by a server using a unicast stream. For each channel change, the user has to join the multicast group associated with the channel, and wait for enough data to be buffered before the video is displayed; this can take some time. As a result, there have been many attempts to support instant channel change by mitigating the user perceived channel switching latency [1], [7]. In our virtualized environment, ICC is typically managed by a set of VMs while other VMs would be created to handle VoD requests. With the ability to spawn VMs quickly [1], we believe that we can shift servers (VMs) from VoD to handle the ICC demand in a matter of a few seconds. This requires being able to predict the ICC bursts which we believe can be predicted from historic information. Our goal is to find the number of servers that are needed at each time instant by minimizing a cost function while at the same time satisfying all the deadlines associated with these services. To achieve this, we i dentify the sever-capacity region formed by servers at each time instant such that all the arriving requests meet their deadlines. We show that for  any server tuple with integer entries inside the servercapacity region, an earliest deadline first (EDF) strategy can be used to serve all requests without missing their deadlines. This is an extension of previous result where the number of servers is fixed [2]. Thus, well known concave programming techniques without integer constraints can be used to solve the problem [3]. Finally, for a maximum cost function, we seek to minimize the maximum number of servers used over the entire period. II. RELATED WORK There are mainly three threads of related work, namely cloud computing, scheduling with deadline constraints, and optimization. Cloud computing has recently changed the landscape of Internet based computing, whereby a shared pool of configurable computing resources (networks, servers, storage) can be rapidly provisioned and released to support multiple services within the same infrastructure [7]. In preliminary work on this topic [4], we analyzed the maximum number of servers that are needed to service jobs with a strict deadline contraint. We also assume non-causal information (i.e., all deadlines are known a priori) of the jobs arriving at each instant. In this [5], considers the advancing scenario, this approach only requires a server complex that is sized to meet the requirements of the ICC load, which has no deadline flexibility, and we can almost completely mask the need for any additional servers for dealing with the VoD load. With the typical ICC implemented on current IPTV s ystems, the content is delivered at an accelerated rate using a unicast stream from the server [6], [7]. There have been multiple efforts in the past to analytically estimate the resource requirements for serving arriving requests which have a delay constraint. These have been studied especially in the context of voice, including delivering VoIP packets, and have generally assumed the arrival process is Poisson [8]. For a concave minimization with linear constraints, the solution is one of the corner points of the polytope formed by the linear constraints. III. Improved Cloud Data Utilization for IPTV Transmission Internet Protocol-based video delivery is increasing in popularity with the result that its resource requirements are continuously growing. It is estimated that by the year 2017 video traffic will account 69% of the total consumer’s Internet traffic. Content and service providers typically configure their resources such that they can handle peak demands of each service they provide across the subscriber population. The solution presented takes advantage of the temporal differences in the demands from these IPTV workloads to better utilize the servers that were deployed to support these services. While VoD is delivered via unicast, Live TV is delivered over multicast to reduce bandwidth demands. However, to support Instant Channel Change (ICC) in Live TV, service providers send a unicast stream for that channel for a short period of time to keep a good quality of experience. If a number of users change their channels around the same period of time, this produces a large burst l oad on the server that has to support the corresponding number of users. Compared to the ICC workload which is very bursty and has a large peak to average ratio, VoD has a relatively steady load and imposes a relatively lax delay requirement. By multiplexing across these services, the resource requirements for supporting the combined set of services can be reduced. Two services that have workloads which differ significantly over time can be combined on the same virtualized platform. This allows for scaling of the number of resources according to each service’s current workloads. It is, however, possible that the peak workload of different services may overlap. Under such scenarios, the benefit of a virtualized infrastructure diminishes, unless there is an opportunity to time shift one of the services in anticipation of the other service’s requirements to avoid having to deliver both services at the same time instant. In general, the cloud service provider strives to optimize the cost for all time instants, not necessarily just reducing the peak server load. Cost Function We investigate linear, convex, and concave functions With convex functions, the cost increases slowly initially and subsequently grows faster. For concave functions, the cost increases quickly initially and then flattens out, indicating a point of diminishing unit costs (e.g., slab or tiered pricing). Minimizing a convex cost function results in averaging the number of servers (i.e., the tendency is to service requests equally throughout their deadlines so as to smooth out the requirements of the number of servers needed to serve all the reques ts). Minimizing a concave cost function results in finding the extremal points away from the maximum to reduce cost. This may result in the system holding back the requests until just prior to their deadline and serving them in a burst, to get the benefit of a lower unit cost because of the concave cost function (e.g., slab pricing). The concave optimization problem is thus optimally solved by finding boundary points in the server-capacity region of the solution space. Fig1. IPTV Architecture. the potential of utilizing virtualization to support multiple services like Video On Demand (VoD) and Live broadcast TV (LiveTV). We explore how we can carefully configure the cloud infrastructure in real time to  sustain the large scale bandwidth and computation intensive IPTV applications (e.g. LiveTV instant channel changes (ICC) and VoD requests). In IPTV, there is both a steady state and transient traffic demand [2]. Transient bandwidth demand for LiveTV comes from clients switching channels. This transient and highly bursty traffic demand can be significant in terms of both bandwidth and server I/O capacity. The challenge is that we currently have huge server farms for serving individual applications that have to be scaled as the number of users increases. In this paper, we focus on dedicated servers for LiveTV ICC and VoD. Our intent is to study how to efficiently minimize the number of servers required by using virtualization within a cloud infrastructure to replace dedicat ed application servers. Since there is storage at set top boxes (STBs), by properly speeding up the delivery prior to the burst ICC load, the delay constraints for the VoD can be relaxed for a period of time. The opportunity is to explore how these services may coexist on the same server complex. We cause one service (VoD) to reduce its resource requirements temporarily to help support a sudden influx of requests from another (LiveTV ICC) service. IV.Impact of Cost Function on Server Requirements We investigate linear, convex, and concave functions. With convex functions, the cost increases slowly initially and subsequently grows faster. For concave functions, the cost increases quickly initially and then flattens out, indicating a point of diminishing unit costs (e.g., slab or tiered pricing). Minimizing a convex cost function results in averaging the number of servers (i.e., the tendency is to service requests equally throughout their deadlines so as to smooth out the requirements of the number of servers needed to serve all the requests). Minimizing a concave cost function results in finding the extremal points away from the maximum (as shown in the example below) to reduce cost. This may result in the system holding back the requests until just prior to their deadline and serving them in a burst, to get the benefit of a lower unit cost because of the concave cost function (e.g., slab pricing). The concave optimization problem is thus optimally solved by finding boundary p oints in the server-capacity region of the solution space. The linear cost represents the total number of servers used. The minimum number of total servers needed is the total number of incoming requests. The optimal strategy is not unique. Any strategy that serves all the requests while meeting the deadline and using a total number of servers equal to the number of service requests is optimal. One strategy for meeting this cost is to set to serve all requests as they arrive. The optimal cost associated with this cost function does not depend on the deadline assigned to each service class. V. Evolution We provided an analytic framework that computes the optimal amount of resource (i.e., number of servers at different times) for accommodating multiple services with different deadlines. The initial theoretical framework depends on non-causal information regarding the arrival times and deadlines for each chunk of a requested content. We demonstrate two optimization approaches namely, postponing and advancing VoD delivery. Alternatively, VoD requests can also be advanced after the initial movie request without incurring any startup delays (i.e., subsequent chunks of the movie can be advanced before their playout deadlines). We set up a series of experiments to see the effect of varying firstly, the ICC durations and secondly, the VoD delay tolerance on the total number of concurrent streams needed to accommodate the combined workload. In figures diurnal VoD time series (in blue) and a ICC time series (in red). For a given VoD Delay n≠¥0, we use two services, one with delay 0 and o ne with delay . For each incoming VoD  movie request of length L, a request is made of second service in each of the L consecutive time-slots. Further, each ICC burst creates a request for the first service. Thus, given the requests of the two services, gives the number of concurrent streams that are necessary and sufficient to serve all the incoming requests Fig2: Maximum Cost: Maximum number of Concurrent Sessions. A movie request is made up of different chunk deadlines. For each chunk, we associate a service class i. Specifically the i th chunk of any movie is designated a service class with a corresponding deadline of i-1. For a requested movie, we enlist a request made of L service classes (service classes 1 to L ), where L is the movie length. A LiveTV ICC request corresponds to a service class 1 request for 15 consecutive seconds as in the postponement case. For an operational trace as shown in Fig. 2, with advancing, a maximum of 24955 concurrent streams can accommodate both LiveTV and VoD requests. With only LiveTV, the total number of concurrent streams needed is 24942. VoD requests can be essentially serviced with just an additional 13 concurrent streams. VI. Conclusion We presented the construction of an efficient PDP scheme for distributed cloud storage. Based on homomorphism verifiable response and hash index hierarchy, we have proposed a cooperative PDP scheme to support dynamic scalability on multiple storage servers. IPTV service providers can leverage a virtualized cloud infrastructure by intelligently timeshifting load to better utilize deployed resources while still meeting the strict time deadlines for each individual service. We used LiveTV ICC and VoD as examples of IPTV services that can run on a shared virtualized infrastructure. Our paper first provided a generalized framework for computing the resources required to support multiple services with deadlines. We formulated the problem as an optimization problem and computed the number of servers required based on a generic cost function. We considered multiple forms for the cost function of the server complex (e.g., min-max, convex and concave) and solved for the optimal number of serve rs required to support these services without missing any deadlines. We provide an analysis that computes the minimum number of servers needed to accommodate a combination of IPTV services, namely VoD session and Live TV instant channel change bursts. By anticipating the LiveTV ICC bursts that occur every half hour we can speed up delivery of VoD content by prefilling the set top box buffer. This helps us to dynamically reposition the VoD servers for accommodating the LiveTV bursts that typically last for 15  to 30 seconds at most. Our results show that anticipating and thereby delaying VoD requests gives significant resource savings.   References [1] H. A. Lagar-Cavilla, J. A.Whitney, A. Scannell, R. B. P. Patchin,  S.M. Rumble, E. de Lara, M. Brudno, andM. Satyanarayanan,  Ã¢â‚¬Å"SnowFlock: Virtual machine cloning as a first class cloud  primitive,† ACM Trans. Comput. Syst. (TOCS), 2011. [2] J. A. Stankovic,M. Spuri, K. Ramamritham, and G. C. Buttazzo,  Deadline Scheduling for Real-Time Systems: Edf and Related  Algorithm. Norwell, MA, USA: Kluwer, 1998. [3] N. V. Thoai andH. Tuy, â€Å"Convergent algorithms for minimizing a  concave function,† Math. Oper. Res., vol. 5, 1980. [4] V. Aggarwal, X. Chen, V. Gopalakrishnan, R. Jana, K. K.  Ramakrishnan, and V. Vaishampayan, â€Å"Exploiting virtualization for  delivering cloud-based IPTV services,† in Proc. IEEE Conf.  Computer Communications Workshops (INFOCOM WKSHPS), Apr.  2011. [5] V. Aggarwal, V. Gopalakrishnan, R. Jana, K. K. Ramakrishnan, and  V. Vaishampayan, â€Å"Optimizing cloud resources for delivering IPTV  services through virtualization,† in Proc. IEEE Int. Conf.  Communication Systems and Networks (COMSNETS), Jan. 2012. [6] D. Banodkar, K. K. Ramakrishnan, S. Kalyanaraman, A. Gerber, and  O. Spatscheck, â€Å"Multicast instant channel change in IPTV system,†Ã‚  Proc. IEEE COMSWARE, Jan. 2008. [7] Microsoft TV: IPTV Edition. [Online]. Available:  http://www.microsoft. com/tv/IPTVEdition.mspx. [8] G. Ramamurthy and B. Sengupta, â€Å"Delay analysis of a packet voice  multiplexer by the Queue,† IEEE Trans. Commun., pp. 1107–1114,  Jul. 1991. [9] H. Tuy, â€Å"Concave programming under linear constraints,† Soviet  Math, vol. 5, pp. 1437–1440, 1964. [10] S. Sergeev, â€Å"Algorithms to solve some problems of concave  programming with linear constraints,† Autom. Remote Control, vol. [11] A. Dan, D. Sitaram, and P. Shahabuddin, â€Å"Scheduling Policies for an  On-Demand Video Server with Batching,† in Proc. of ACM Multimedia,  San Francisco, CA, October 1994, pp. 15–23. [12] A. J. Stankovic, M. Spuri, K. Ramamritham, and G. Buttazzo, â€Å"Deadline  Scheduling for Real-Time Systems EDF and Related Algorithms,† 1998,  the Springer International Series in Engineering and Computer Science.

Biography of Myra Belle Starr :: Myra Belle Starr Biographies Essays

Biography of Myra Belle Starr Myra Belle Starr was born in 1848 in the little town of Carthage, Missouri. Myra Belle Shirley later became Belle Starr. She was also one of the three children. When Belle Starr’s older brother died her family moved right outside of Dallas to a little town known as Scyene, Texas. Years later on the 1860’s Belle became involved with a bank robber Cole Younger; he robbed several banks and was hiding from the law. Cole stayed with Belle for a few months until the coast was clear. A few months later after everything was settled, and Cole had gone, Belle Starr gave birth to a beautiful baby girl, named Belle Starr. After Cole and left her she fell in love with another bank and train robber, named Jim Reed. With Jim, Belle Starr became a gang member. The gang members put on a special marriage ceremony for Jim and Belle. After two years Jim was still being chased by the law and moved Belle and Pearl to California, she had another baby named Edward Reed. Starr and two of Reed’s friends robbed a local prospector. In August of 1874 Sheriff John T. Morris who lived in Collin County, Texas, shot and killed Jim Reed. Belle Starr left her two kids with her family members. Belle’s next heartthrob was a Creek Indian outlaw who was known as Jim July. Starr became a Grandmother in 1887, Pearl Younger refused to identif7 the baby’s father, and so then Belle refused to have to child around. After riding part of the way to Fort Smith with Jim July on Feb. 3,1889. Starr turned to go back home but never made it. Pearl found her Mom’s saddle horse in the yard without her Mom. The neighbor found Belle face down on the muddy rode, DEAD. Belle Starr was shot with her shotgun in her back. The gunman shot her off of her horse. After the men were shoveling dirt on her grave, Jim July took a rifle and pointed it at the neighbor and yelled, â€Å" You murdered my wife!† But didn’t shoot. At the hearing of whether Watson was held for murder, after all he was not guilty.

Positive Behaviour Support Essay

As Willert & Willert suggest, ‘positive behaviour supports developed through the implementation of simple reinforcement strategies†¦can have a significant influence on the social climate of an entire school. ’ (As cited in Zirpoli, 2012, p. 257). With this in mind, this paper aims to analyse and compare the School’s management, welfare, and discipline policies with positive behaviour support models, specifically Mayer’s (1999) constructive discipline approach. The School reflects the view that the world is multifaceted and ever changing. If you only have one way for your classroom to ‘be right’ you are setting yourself up for continued frustration and failure. Skilled teachers understand that the classroom is a complex, unpredictable, messy, and non-linear, working environment. They’ve realised, long ago, that control –especially over others is an illusion. (Gordon, as cited in School Policy, 2012, p. 2). As this is the foundation of the School’s policies it indicates that the strategies enforced have reference to ideas held within various positive behaviour support models. The School, situated in Queensland, has a student enrolment of approximately 800, catering for students from Preparatory Year to Year 7. As schools are important environments for all members to learn, teach, and grow, the School is ‘based on the belief that all students can learn and the staff accepts the responsibility to teach all students, regardless of differences, the fundamental skills required for success in the 21st Century. ’ (School Policy, 2012, p. 4). Read more:  Essays About Promote Positive Behaviour The purpose of the policy is to foster a school culture that assists its students in the development of social and emotional skills, including the ability to exercise self management and responsibility for their behavioural choices. Mayer (1999) suggests that basic student welfare policies, particularly behvaiour management, list ‘the behavioural standards required of students. ’ (p. 37). Furthermore, Mayer aptly states ‘the better ones specify the consequences for violating and following the rules [affecting and influencing] how students behave and how educators respond when students violate or follow rules. ’ (1999, p. 37). Furthermore, Turnbull & Smith-Bird explain that effective schools ‘focus on building a culture of positive reinforcement. ’ (As cited in Zirpoli, 2012, p. 327). Drawing on research, this discussion will reflect the School’s policies in regards to the development of effective school wide rules and strategies, and their consistency among all staff in the school context. (Zirpoli, 2012, p. 329). The policy starts with a brief introductory letter signed from the principal stating that ‘this document has been endorsed and developed in collaboration with all stakeholders of [the School], particularly the school’s Behaviour Management Committee. (School, 2012, p. 3). Through a general acknowledgment, the principal displays appreciation for staff and members of the school community. This introductory letters sets an inclusive tone, which is present throughout the document. The policies are ultimately aimed at the welfare of the students, and have been written as guidelines for staff and teachers. They are indicators for the parents, and general public, of the expectations placed on all members of the school community. A major factor for a supportive learning environment is communication and relationship building between parents/caregivers and the school. Cavaretta (states that ‘there is widespread support among educators and the community for the view that parents have a major role to play in education. ’ (As cited in Marsh, 2010, p. 293). There appears to be no parental voice within the document although the School documents that the philosophy is ‘to build relationships among staff, students, parents, and the community in order to maintain [the] goal of creating a peaceful environment. (School Policy, 2012, p. 6). However, the student voice is represented in the document through a Student Representative Council elected by the student body and teachers each year, ‘students who form the council will present meetings with teachers, deputies and the principal in order to voice the opinion of the student body. ’ (School Policy, 2012, p. 7). Education Queensland’s Code of School Behvaiour (Queensland Government, n. d. has provided the framework on which the School’s Responsible Behvaiour Plan (RBP) is based, defining ‘responsibilities that all members of the school community are expected to uphold and recognises the significance of appropriate and meaningful relationships. ’ (Queensland Government, n. d. ). Eclectic in composition, combining theories, strategies and practices of several educational professionals, the aim of the RBP is to ‘develop a comprehensive policy and practice that meets the holistic and varied needs of all those in the school community. ’ (School Policy, 2012, p. 8). Effective whole school rules and strategies are developed and practiced by all staff. These are universal strategies, referred to in tier one of the three-tier model of School-Wide Positive Behaviour Support (SWPBS). (Zirpoli, 2012, p. 329). The policy, in line with SWPBS states that ‘it is important that rather than follow a reactive approach to behaviour [the staff will] be proactive in dealing with inappropriate classroom and playground behaviours. ’ (School Policy, 2012, p. 8). To ensure that this criterion is met, the School has incorporated desirable behaviours into their own hierarchy of social development. To create a common language and way of discussing behaviour, the School ‘displays this hierarchy through a level ladder from A to E. Where A represents excellent behaviour, B represents good behaviour, C represents satisfactory behvaiour, D represents behaviour that needs attention and E represent unacceptable behaviour. ’ (School Policy, 2012, p. 8). While some schools adhere exclusively to one particular model, the School, using effective school wide behaviour support programs, draws its content from various dominant models. These include Glasser’s Choice Theory; in which people are responsible for their own behaviour, Restorative Justice; to bring resolution, restitution, and restoration of relationships damaged by behaviour, Ford’s Responsible Thinking Process; where students are responsible for their behaviour and need to find ways to achieve goals without disrupting others, and Roger’s Positive Behaviour Leadership; which includes the establishment of clear rules, rights, and responsibilities. (School Policy, 2012, p. 9). The theoretical basis of the policies are consistent with Mayer’s (1999) Constructive Discipline approach of which the ‘emphasis is on prevention and teaching desirable behaviour rather than punishing, reducing or eliminating undesirable behaviour. ’ (p. 38). The School policy states that ‘values and rules have prominence when students are faced with making decisions and judgments about how they should behave and relate to others. ’ (2012, p. 10). Based on the National Goals for Schooling in Australia, the School values are acceptance, self-discipline, honesty, manners, opportunity, respect, and excellence. This reinforces the constructive discipline approach, as ‘the list should be kept simple and to the point. ’ (Mayer, 1999, p. 39). These values coincide with the rules of each year level. However, the policy did not detail the student input in classroom rules, contradicting the constructive approach where ‘all relevant parties should be†¦involved in the development of rules’ (Mayer, 1999, p. 39). The documents provide a program of rules in relation to each of the values, for all year levels. In accordance with Rademacher, Callhan and Pederson-Seelye (1998, p. 86) rules are positively stated, with a verb at the beginning. For example, the rule applied to the value ‘opportunity’ for a Year 1 student is stated as ‘allow others to learn by listening and not interrupting,’ (School Policy, 2012, p. 68), while that of a Year 7 student is ‘display initiative. ’ (School Policy, 2012, p. 74). The School Rules include ‘respect, safety, learning, communication, and problem solving’ (School Policy, 2012, p. 13). The document goes on to explain ‘there are no rights without responsibilities,’ (2012, p. 4), stating the rights and responsibilities in accordance to the rule. The policy takes in to account the constructive discipline approach that conveys the need for rules to be to the point and positive. Mayer states ‘a positive list will guide students in how to behave in reference to how not to behave –a more instructive and less suppressive approach. ’ (1999, p. 39). The behvaiour management coalition, in conjunction with the school community, recognises that ‘one of the keys to a harmonious environment is being able to identify when and how relationships need repair. ’ (School Policy, 2012, p. 6 ). In the policy is a flow chart of the SWPBS, the three tiered model, incorporating whole school behaviour support, target ed behaviour support and intensive behaviour support. Under each of these tiers the policy lists ‘proactive school processes and proactive classroom processes. ’ (School Policy, 2012, p. 17). In the School, typically, each classroom develops individual plans that incorporate a series of steps that responds to positive and rule abiding behaviours. This can include ‘verbal praise, acknowledgement, positive reinforcement, or a gold slip. ’ (School Policy, 2012, p. 9). This is in accordance with the constructive discipline approach where ‘the school environment becomes more reinforcing and less punitive. ’ (Mayer, 1999, p. 38). On the other hand, students who exhibit unacceptable behaviours move through steps of responses that may include ‘warning and rule reminder, time out in the classroom, time out in another behaviour time out classroom, or an incident behaviour slip. ’ (School Policy, 2012, p. 20). This contradicts the constructive discipline approach as parental support is not brought in until an incident behaviour slip is given. Whereas Mayer believes ‘continued parental support is helpful for classroom and schoolwide rules to be effective. ’ (1999, p. 40). Behaviour feedback sheets are used to ‘make students accountable for their behaviour choices’ (School Policy, 2012, p. 24). Similarly, the peacemakers program ‘is a preventative approach to encourage responsible behaviour in the playground. ’ (School Policy, 2012, p. 26). Students who are in need of intensive behaviour support, tier three of the SWPBS, will have imminent action where teachers liaise with parents, chaplian, guidance officers and outside agencies. The Policy provides an intervention flow chart where ‘appropriate intervention is implemented’ (School Policy, 2012, p. 38) once the student has been sent to ‘time out in another classroom’ a minimum of five times. Studies have shown that ‘removal from instruction constitutes negative reinforcement for both student and teacher. ’ (Scott, Nelson, Liaupsin, 2001, p. 314). This is reinforced as Zirpoli states ‘students are frequently sent to timeout for periods of time that are too long and serve only to provide teachers with a break from the student. (2012, p. 374). As a reactive approach to behaviour management, removal from the classroom contradicts the constructive discipline. The School Policy does, however provide cnsideration of individual circumstances stating that ‘the academic, social, behavioural, emotional, physical, and cultural needs of students are considered when structuring and delivering all learning experiences’ which consists with Pacchiano (2000) teachers ‘have to be willing to look at comprehensive instructional variable and their relationship with the students problem behaviour. The policy concludes that responses to inappropriate behaviour are also flexible in that ‘consideration is given to the particular situation, context, preceding events, a student’s individual circumstances, the actions of the student and the needs and rights of the school community members. ’ (School Policy, 2012, p. 38). This is evident in practice as consequential responses are decided upon after discussion, case conferencing and by utilizing a restorative practice framework rather than just implementing a punitive measure . Drawn from data collection, including frequency, duration, rate and the intensity of the behaviour (School Policy, 2012, p. 13) provided by teachers, members of staff, and outside agencies Furthermore the School’s welfare, management and discipline policy includes policies for the appropriate use of own electronic medium, SunSmart, acceptable usage of information technology, lockdown, homework, dress code, cyber safety, and anti-bullying, all of which must be signed by both the student and parent/caregiver upon enrolment of the School. Along with this the school offers a variety of student services and support programs including chaplaincy, guidance officer, learning enrichment team, special education programs, speech language pathologist, and the workshop (a hands on manual arts experience). In conclusion, evidence has been provided to display both contradictory and consistent elements of the School’s policy in accordance with the constructive discipline approach.

10 Things I Hate About You Essays

Taming of the Shrew/ 10 Things I Hate About You Essays Taming of the Shrew/ 10 Things I Hate About You Paper Taming of the Shrew/ 10 Things I Hate About You Paper Essay Topic: The Taming Of the Shrew The story of The Taming of the Shrew is one that raises important issues both in the Shakespearean text and in the modern appropriation 10 Things I Hate About You. How does each composers use of this story reflect the time in which each was composed The Taming of the Shrew was written in the Elizabethan Era in England at a time when men were considered to be superior to women. The patriarchal society of this time is reflected to a large extent in the text and various implications of traditional values can be noted. The modern appropriation, Ten Things I Hate About You, goes along the same story line however it is quite evident that the different context has a significant impact upon the content. The most obvious indicator of the type of society is given through the medium that each text is presented in. The Taming of the Shrew is a play and was staged for audiences during the early 17th century. The fact that Shakespeare chose to write a play rather than, say, a comic strip or screenplay, indicated that it was the most popular form of entertainment at the time. The best way for Shakespeare to have his work known was through the most popular form of entertainment. The language of the text is another tell-tale sign of the type of culture prevalent in Shakespeares era. Shakespearean English is used, which is much more poetic and refined than our present day dialect, hence the people in society had quite sophisticated speech. In the film Ten Things I Hate About You, the language is fairly colloquial and rough-edged. Kat is called a heinous bitch by her peers, and the Principal of the school, someone in an authoritative position, has no problem with relaying that information to Kat. This is a large contrast to the Katherina of the Shakespearean text, whom others called a shrew and a wild beast. This exposes the crude English that society has developed, and that is being used by teenagers. The fact that a person in a position of power doesnt hesitate to use such language emphasizes that it is accepted not only by adolescents but by adults as well. Yet another illustration of the popular culture of modern society is the medium that Ten Things is shown via. Choosing to adapt the play, The Taming of the Shrew, as a film shows that it was one of the most popular forms of entertainment of the 20th century. Society in the Renaissance period was highly dominated by males, and they exercised their power over women quite regularly. We can immediately come to this conclusion after reading the beginning of the text, The Taming of the Shrew. Katherina is being defined by Gremio and Lucentio, and after their first meeting with Katherina Gremio states . .. though her father be very rich, any man is so very a fool to be married to hell Through the mens definitions the audience is given the first opinions of Katherina and she is not given a chance to voice her own opinion or thoughts on the matter. The appropriated version of Katherina, Kat, is a character that is given much more freedom. She is a non-conformist and an outsider at her school. She is defined by her own words, I dont like to do what people expect, why should I live up to other peoples expectations instead of my own, and her actions in the English Class Scene. Kat makes references to Sylvia Plath and Charlotte Bronte, both feminist writers, and we are led to believe that Kat holds strong feminist views. The music in the film also signifies how Kat feels, for example the beginning song that has the lyrics I dont give a damn about my bad reputation. In the film Kat is also given a chance to explain the reasons for her different behaviour when she tells Bianca about her relationship with Joey. Katherina of The Taming of the Shrew is never given the chance to explain herself and her actions therefore we can conclude that it is because her society does not allow for women like herself to have an opinion. Choice is a prominent symbol of the cultures that each text reflects. In the Taming of the Shrew Katherina is forced to marry Petruchio and she is not given any choice in the matter because it is unacceptable to go against the will of ones father. The culture of the early 17th century placed strong emphasis on the respect that children must show for their parents. Although Katherina rebels against many other customs she reluctantly marries out of respect for her father. In Ten Things Kat is given the choice of going out with Patrick or not. Patrick is given money to woo Kat but he never forces her to take up his offer because, in the society that they live in, it is not acceptable. This reflects that, in the modern context, men and women have greater equality, and also that parents have little or no part in the relationships that their children build with members of the opposite sex. The fathers in each of the two texts give a very good insight into the culture of the society in their particular eras. The Ten Things father is very protective of his daughters. He is aware of the availability of drugs and alcohol in teen culture, and the probability teens retain of having sexual relations. This shows that these are all prominent issues in society in the 90s. Baptista, from the play, is a contrast to the Ten Things father. He very much desires his daughters to get married because he doesnt want to risk losing his familys good reputation. We can tell that it is normal for daughters to be married by their fathers and the father is not worried about sex, drugs or alcohol, so we can gather that these issues were not around during the Renaissance. Hence it can be concluded that the culture of the time was not exposed to such matters, and did not need to concern themselves with them. The biggest force in society at the time Ten Things was made was peer pressure, and still is. We find this out when Kat talks to Bianca about her relationship with Joey. She said everyone was doing it so I did it. We can gather that Kat was a victim of this peer pressure and her reaction was to cut herself off from all the conformists and become her own person. Kat is not the only person in society that has a feminist view, though, and this is shown at Club Skunk where her favourite band performed. Kat was not the only girl listening to the band so one can assume that Kats interests were not entirely individual. Whereas Katherina of Shakespeares play is only one voice in the male hierarchical system and she is never aware of any similar voices so her oppression in society was inevitable. In modern society, it has become normal for all teenagers to attend university. In Ten Things Kat talks about wanting to attend a University out west, something her father isnt keen on, as the western Universities are known for their better marks and overall higher intelligence. Kats desire to go against her fathers will reflects that parents and children of the 20th century were more equal than they were in the Elizabethan period. Kats thirst for knowledge and attendance at a western university highlights her strong personality as she is willing to go against her father to get what she wants. In The Taming of the Shrew an indication of a characters wealth is by the number of servants they have, the size of their property, and the positions they hold in society. This is a direct reflection on Renaissance society as many of the richest people owned a fair few servants. This is fairly similar to today and in Ten Things, the movie illustrates the Kats familys wealthiness through their large pristine house, their fathers occupation as a Doctor, and the dialogue. In Shakespeares time wealth was admired a great deal. Men would marry women because of their fathers wealth and the good deal they could close. Well off men were much respected in society. The reason for Petruchios marriage to Katherina was solely because he wanted to have a share in her wealth. In the end the audience never finds out whether Petruchio and Katherina love each other but previously they didnt so it can be assumed either way. In Ten Things not much reference is paid to the impacts your wealth had on the respect you received in society. Bowy Lowenstein, on of the computer group is not considered cool because he spends a lot of time at his computer and not socializing, yet he is very wealthy. Overall The Taming of the Shrew and Ten Things I Hate About You contain many elements that reflect the society through which they were composed. The historical, cultural, and social context of the Taming of the Shrew influenced much of the action in the play and the film appropriation gives an insight into 20th century teen culture.

Pronoun Case on ACT English Tips and Practice Questions

Pronoun Case on ACT English Tips and Practice Questions SAT / ACT Prep Online Guides and Tips Pronoun case is a grammar rule that tends to be broken by most English speakers. Perhaps of more concern to you, questions that test your knowledge of pronoun case often appear on the ACT. Master this rule and you’ll be one step closer to mastering the ACT English section. There are multiple pronoun rules that are tested in ACT English. This one is relatively straightforward and tends to be tested less often than ambiguous antecedents or pronoun antecedent agreement. However, if you are aiming for that 30+ score, you should be ready if you encounter a pronoun case question. In this post, I’ll do the following: Explain the difference between subjects and objects. Give you a clear understanding of pronoun case. Offer strategies that can help you correctly answer pronoun case questions. Provide you with practice questions so you can test what you’ve learned. Quick Review: What's a Pronoun? A pronoun is a word that takes the place of a noun. The noun to which the pronoun refers is called the antecedent. Some examples of pronouns include I, he, she, it, me, him, her, their, we, andus. What Is Pronoun Case? Case refers to whether a pronoun is being used as a subject or an object. What Is a Subject? Simply, a subject is the noun that corresponds with a verb in a sentence. In a sentence in which there is an action, the subject is the noun that's doing the action. Here is an example: Dave likes techno music. Dave is the subject because he's doing the liking. In a sentence in which there's a description, typically using a form of the verb "to be," the subject is the noun that is being described. Check out this sentence: Dave is brilliant. Dave is the subject because he is the person who is brilliant. What Is an Object? An object is a noun that receives an action. An object can be a direct object, an object of a preposition, or an indirect object. This is an example sentence. The direct object of the verb is in bold: I opened the door. The direct object is "the door" because that is what I opened. Here is a sentence with an object of a preposition: Chuck spoke to his girlfriend. Chuck's girlfriend is the object because she is the person to whom he spoke. Also, an object of a preposition always follows a preposition. In this case, "girlfriend" follows the preposition "to." An indirect object comes before the direct object and indicates to whom or for whom the action is done and who is receiving the direct object. Here's an example sentence with the indirect object bolded: The government gave Matt a tax refund. Matt is the indirect object because the government gave a refund to him. He received the direct object.If you're confused by the concept of an indirect object, for pronoun case questions, just remember that the object receives the action, either directly or indirectly. Subject Pronouns Vs. Object Pronouns If a noun is being used as a subject, the noun can be replaced by a subject pronoun. If a noun is being used as an object, the noun can be replaced by an object pronoun. Here's a list of subject pronouns: SUBJECT PRONOUNS Here's a list of the object pronouns that correspond with the subject pronouns from above: OBJECT PRONOUNS If you understand everything up to this point, you're ready to take on pronoun case questions on the ACT. Here we go! Pronoun Case in ACT English The ACT tests whether you should use a subject or an object pronoun. You will be tested on the following subject/object pairs. I Vs. Me She, He Vs. Her, Him We Vs. Us They Vs. Them Let's go through the process of how to decide whether to use a subject or an object pronoun in a given sentence. ACT English Strategy Here are some example sentences demonstrating how subject pronouns can replace subjects and object pronouns can replace objects. Take a look at the following sentence: Nancy offered valuable guidance. Let's replace "Nancy" with a pronoun. First, we have to determine if Nancy is a subject or an object. What do you think? Nancy isthe subject because she did the offering. She did the action. Therefore, we must replace "Nancy" with a subject pronoun and the resulting sentence reads: She offered valuable guidance. You can't replace Nancy with an object pronoun. You can't write, "Her offered valuable guidance." That would be an example of a pronoun case error. Now we'll go through the same process with another example sentence: Dave Chappelle gave his autograph to Irene. To replace "Irene" with a pronoun, we have to determine if Irene is a subject or an object in the sentence. Well, in our example sentence, "Irene" is an object. Why? She is receiving what was given by the subject, and she is the object of the preposition "to." After replacing "Irene" with a pronoun, the sentence should look like this: Dave Chappelle gave his autograph to her. If we had made a pronoun case error when replacing "Irene" with a pronoun, the sentence would have read, "Dave Chappelle gave his autograph to she." This rule seems relatively simple, right? Subjects do actions. Objects receive actions. Well, we know the ACT likes to complicate the most basic sentences and truly test your understanding of a grammar rule. Pronoun case questions become more difficult in sentences with compound subjects and compound objects. The Same Rules Apply for Compound Subjects and Compound Objects Compound just means that two nouns are connected with the word "and." In a sentence with a compound subject, there are two nouns that serve as the subject. In a sentence with compound objects, there are two objects of the same verb. Here's another example sentence for you (I love examples!): Taylor Swift and Justinmet at Target. "Taylor Swift" and "Justin" are the subject. They are the people who did the meeting. They did the action. Now, let's replace "Justin" with a pronoun. We know that "Justin" is a subject so we have to replace "Justin" with a subject pronoun. Because I am Justin, this would be my sentence: Taylor Swift and I met at Target. If you were writing this sentence about me, this would be your sentence: Taylor Swift and he met at Target. That sentence probably sounds awkward to you, but it's grammatically correct. Most people would use the object pronoun and write, "Taylor Swift and him met at Target." That would be a pronoun case error. Remember, always follow the grammar rules and avoid relying on what "sounds right." Let's follow the same process with another example sentence: Hulk Hogan offered a red bandana to Marc and Justin. Again, we'll replace "Justin" with a pronoun. In the above example, are "Marc" and "Justin" subjects or objects? They're objects. They received the action. They were offered the bandana. Also, they follow the preposition "to" and are the object of the preposition. Therefore, we have to replace "Justin" with an object pronoun. Because I'm Justin, this would be my sentence: Hulk Hogan offered a red bandana to Marc and me. Many people think "Marc and I" would be the correct phrase for that sentence. However, that would be a pronoun case error. Remember, "I" can only be used as a subject and "me" can only be used as an object. If you were writing the previous example sentence about me, you would write: Hulk Hogan offered a red bandana to Marc and him. Because you are replacing an object with a pronoun, you have to use an object pronoun. The ACT tends to use compound subjects or objects in questions that test pronoun case because the correct answer often sounds wrong to us. So is there a strategy that enables us to more easily identify pronoun case errors in sentences with compound subjects or objects? Absolutely!! He didn't really offer me his red bandana. ACT EnglishStrategy If you see a compound subject/object, cross out the other noun and "and." For compound objects, the sentence should still be grammatically correct. Let's try this strategy with the previous example: Hulk Hogan offered a red bandana to Marc and me. This sentence probably sounds less awkward to you. Most likely, you would be able to identify a pronoun case error if you saw a sentence that read, "Hulk Hogan offered a red bandana to I." If you do the same thing with a compound subject, the sentence will be grammatically correct if you also change the verb from plural to singular, due to subject-verb agreement. Keep in mind that the singular and plural forms of a verb can be the same. Now we'll use the cross-out method with a compound subject to help determine if there's a pronoun case error. Here's our example sentence: Him and Joe were talking to the cashier. After crossing out the noun and "and," we're left with "Him were talking to the cashier." Once we change the verb to singular, this is our sentence: Him was talking to the cashier. At this point, you can probably figure out if there's an error, but let's follow the rules. In the sentence, is "Him" a subject or an object? It's a subject because he was doing the action. Therefore, we must use a subject pronoun. After plugging a subject pronoun into the original sentence, this would be the correct version of the example: He and Joe were talking to the cashier. Now we'll apply what we've learned to a question from an actual ACT. Real ACT English Example So how do we determine if there is a pronoun case error? First, let's employ our strategy and cross out "and her cousin." We're left with "her had staged." Does that look right to you? Now, let's determine if "her" is a subject or object. Well, "her" should be a subject because she's doing the action. She had done the staging. Then, after we plug the rest of the compound subject back into the phrase with a subject pronoun, we have "she and her cousin had staged." The correct answer is C. Who Vs. Whom Occasionally, the ACT will also test you on whether to use "who" or "whom" in a sentence. These words are known as relative pronouns. Most people have no idea when and how to properly use "who" and "whom." Luckily, the rule is pretty simple. The word "who" is a subject pronoun and "whom" is an object pronoun. Here's a strategy to make life easier when answering questions involving "who" or "whom." ACT EnglishStrategy For pronoun case purposes, "who" and "whom" function like "she" and "her" (or "he" and "him"). The word "who" is a subject pronoun and "whom" is an object pronoun. To determine if there's a pronoun case error, replace "who" with "she" and "whom" with "her". If the antecedent is plural, replace "who" with "they" and "whom" with "them". If there's not a pronoun case error in the original sentence, the resulting phrase should be grammatically correct. Take a look at this sentence: Justin, who is too self-absorbed, always references himself in his example sentences. The sentence is saying that Justin is too self-absorbed and "who" modifies Justin. Justin is being described as self-absorbed. If we replace "who" with "he," the phrase would read, "He is too self-absorbed." The word "he" is being properly used as a subject. Therefore, there is not a pronoun case error and "who" is being used correctly. Here's another example: My mother, whom I admire, graduated from nursing school. In the above sentence, the clause with "whom" is stating that "I adore my mother." Because "whom" is modifying "my mother," let's replace "my mother" with "her." The resulting sentence should be grammatically correct if "whom" is being used correctly. After replacing "my mother" with the pronoun, we have, "I admire her." That's correct because the word "her" is an object pronoun and "her" is receiving the action in the sentence. Here's one final example using "whom" as an object of the preposition: To whom much is given, much is expected. Here, the sentence is saying that much is given to whom.If you replace "whom" with "her," â€Å"much is given to her† is grammatically correct. If the relative pronoun follows â€Å"to† or â€Å"for," you should always use â€Å"whom." Truth Now we can take what we've learned and apply those lessons to actual examples from the ACT. Real ACT English Example This is a real example from an ACT English section. Use our strategy and your knowledge of pronoun case to answer the following question: So here we have the phrase â€Å"friends whom have died." The â€Å"whom† refers to â€Å"friends," which is plural, and â€Å"whom† is an object pronoun. Therefore, let’s replace â€Å"friends whom† with â€Å"them† to determine if the sentence is grammatically correct. â€Å"Them had died† is incorrect; the pronoun should be in the subject form. â€Å"They had died† is correct. They did the dying. Therefore, we need to use the subject form of the relative pronoun. The answer is B, â€Å"friends who had died." Let's take a look at another example: In this sentence, â€Å"whom† refers to â€Å"Banneker’s grandmother† and the verb is â€Å"bought." This sentence is made a little more tricky because the prepositional phrase starting with â€Å"after† separates â€Å"whom† from â€Å"bought." However, this sentence is saying that she (Banneker’s grandmother) bought some land. However, â€Å"whom† is in the object case which is equivalent to â€Å"her." â€Å"Her bought some land† is obviously incorrect. The relative pronoun should be changed to the subject case. The answer is B. General ACT English Strategies For Pronoun Case #1: If a Pronoun is Underlined, Check for an Error in Pronoun Case If you see that a pronoun is underlined, check to see if there is a pronoun case error. #2: Determine if the Pronoun Is Being Used as a Subject or Object If the pronoun is doing the action or being described, it's a subject. If the pronoun is receiving the action, it's an object. Use subject pronouns for subjects and object pronouns for objects. Also, use the replacement strategy, if necessary, to help determine if a noun is a subject or object. #3: The Same Rules Apply for Compound Subjects or Objects If you see a compound subject or object, the sentence should be grammatically correct if you get rid of one of the nouns and "and." Change "Peter and I went to a baseball game" to "I went to a baseball game." The sentence is still correct, so if you see a compound subject or object on the ACT, use the cross out strategy to help determine if there is a pronoun case error. For compound subjects, also make sure that you change the verb from plural to singular. #4: If a Pronoun Follows a Preposition, It is an Object Pronoun Pronouns that follow prepositions, specifically "to," "for," or "between," should be in the object case. #5: Use the Replacement Strategy for Who Vs. Whom If you're trying to determine whether "who" or "whom" should be used, replace "who" with "he" or "she" for singular antecedents and "who" with "they" for plural antecedents. The word "whom" should be replaced with "him" or "her" for singular antecedents and "them" for plural antecedents. Finish strong! Additional ACT English Practice Question Hopefully, by this point you thoroughly understand pronoun case and how to correctly answer any pronoun case question that may appear on the ACT. I've created some realistic practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. 1. After I woke up yesterday, my parents decided to take my brother and me to breakfast. A. NO CHANGE B. I C. we D. their 2. Despite her friends’ objections, her and George decided to go to Las Vegas to elope. A. NO CHANGE B. her C. she D. or her 3. Christopher Hitchens, whom was a prolific writer, ruffled a few feathers during his public debates and television appearances. A. NO CHANGE B. which C. that D. who 4. His boss told him that Jane and him would be given the day off tomorrow. A. NO CHANGE B. he C. his D. their Answers: 1. A, 2. C, 3. D, 4. B What's Next? Since you're all at various points in your ACT prep, read this article to find out when you should take the ACT. For those of you who are comfortable with ACT English but struggling with Reading, learn these strategies for the ACT Reading section. Read our staggering list of high quality ACT English prep guides here. Finally, for those of you who aspire for perfection, get advice on how to get a perfect 36 on the ACT. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The System of Courts Essay Example | Topics and Well Written Essays - 2500 words

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Cold War and Today Essay Example | Topics and Well Written Essays - 500 words

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