Asistir Conjugation in Spanish, Translations and Examples

Asistir Conjugation in Spanish, Translations and Examples Asistir is a Spanish verb that can mean- you guessed it- to assist or to help. But it is used more often for to attend or to go, as to an event, a school, or a class. It can also mean to attend to, such as in working to resolve a problem or in taking care of a medical patient. Asistir is conjugated regularly, so you can use  the charts here for  conjugating most other -ir verbs as well. Youll find listings here for all the simple tenses in both the indicative and subjunctive moods, such as the present, both types of the past (imperfect and preterite), the future, and the conditional. And of course, also included are the past participle, gerund, and periphrastic future as well as the commands or imperative mood. When talking about attending something, asistir is typically followed by the preposition a or the contraction al. As a verb for to help, asistir is somewhat formal. In informal situations, such as everyday speech, a more common verb is ayudar. In the conjugation charts below, the conjugation itself is the same for any of the meanings of  asistir, but the examples provided  apply to the most common use, to attend to. Present Indicative Tense of Asistir Yo asisto I attend Yo asisto al concierto de rock. T asistes You attend T asistes a la escuela. Usted/l/ella asiste You/he/she attends Ella asiste al gimnasio. Nosotros asistimos We attend Nosotros asistimos al juego. Vosotros asists You attend Vosotros asists a la universidad. Ustedes/ellos/ellas asisten You/they attend Ellos asisten a la reunin. Asistir Preterite The preterite is one of the two simple past tenses and is used with actions that came to a clear end. Yo asist I attended Yo asist al concierto de rock. T asististe You attended T asististe a la escuela. Usted/l/ella asisti You/he/she attended Ella asisti al gimnasio. Nosotros asistimos We attended Nosotros asistimos al juego. Vosotros asististeis You attended Vosotros asististeis a la universidad. Ustedes/ellos/ellas asistieron You/they attended Ellos asistieron a la reunin. Imperfect Indicative Form of Asistir The  imperfect  is the second simple past tense. One common use of the imperfect is to establish the background for another event. You normally would use the preterite to translate I attended the concert, but you could use the imperfect to indicate that as I was attending the concert, something else happened. Yo asista I was attending Yo asista al concierto de rock. T asistas You were attending T asistas a la escuela. Usted/l/ella asista You/he/she was attending Ella asista al gimnasio. Nosotros asistamos We were attending Nosotros asistamos al juego. Vosotros asistais You were attending Vosotros asistais a la universidad. Ustedes/ellos/ellas asistan You/they were attending Ellos asistan a la reunin. Asistir Future Tense Yo asistir I will attend Yo asistir al concierto de rock. T asistirs You will attend T asistirs a la escuela. Usted/l/ella asistir You/he/she will attend Ella asistir al gimnasio. Nosotros asistiremos We will attend Nosotros asistiremos al juego. Vosotros asistiris You will attend Vosotros asistiris a la universidad. Ustedes/ellos/ellas asistirn You/they will attend Ellos asistirn a la reunin. Periphrastic Future of Asistir Periphrastic is simply a way of saying something has more than one word. So this tense is simply ir a as the equivalent of Englishs going to. Yo voy a asistir I am going to attend Yo voy a asistir al concierto de rock. T vas a asistir You are going to attend T vas a asistir a la escuela. Usted/l/ella va a asistir You/he/she are/is going to attend Ella va a asistir al gimnasio. Nosotros vamos a asistir We are going to attend Nosotros vamos a asistir al juego. Vosotros vais a asistir You are going to attend Vosotros vais a asistir a la universidad. Ustedes/ellos/ellas van a asistir You/they are going to attend Ellos van a asistir a la reunin. Present Progressive/Gerund Form of Asistir Gerund of asistir asistiendo assisting/attending Yo estoy asistiendo a los conciertos de rock. Past Participle of Asistir Past participles are combined with forms of haber. They indicate that the verbs action has been or will be completed. Participle of asistir asistido have attended Yo he asistido al  concierto de rock. Conditional  Indicative Form of Asistir Yo asistira I would attend Yo asistira al concierto de rock si tuviera dinero. T asistiras You would attend T asistiras a la escuela si tuvieras la edad. Usted/l/ella asistira You/he/she would attend Ella asistira al gimnasio si tuviera compaera. Nosotros asistiramos We would attend Nosotros asistiramos al juego si pudiramos comprar boletos. Vosotros asistirais You would attend Vosotros asistirais a la universidad si quisierais. Ustedes/ellos/ellas asistiran You/they would attend Ellos asistiran a la reunin si tuvieran tiempo. Present Subjunctive of Asistir Que yo asista That I attend Pedro quiere que yo asista al concierto de rock. Que t asistas That you attend Andrea quiere que t asistas a la escuela. Que usted/l/ella asista That you/he/she attend Ana quiere que ella asista al gimnasio. Que nosotros asistamos That we attend Ral quiere que asistamos al juego. Que vosotros asistis That you attend Selena quiere que vosotros asistis a la universidad. Que ustedes/ellos/ellas asistan That you/they attend Roberto quiere que ellos asistan a la reunin. Imperfect Subjunctive Form of Asistir Most of the time, you can use either one of the conjugations given below for the imperfect subjunctive. The first one is used more often. Option 1 Que yo asistiera That I attended Pedro quera que yo asistiera al concierto de rock. Que t asistieras That you attended Andrea quera que t asistieras a la escuela. Que usted/l/ella asistiera That you/he/she attended Ana quera que ella asistiera al gimnasio. Que nosotros asistiramos That we attended Ral quera que nosotros asistiramos al juego. Que vosotros asistierais That you attended Selena quera que vosotros asistierais a la universidad. Que ustedes/ellos/ellas asistieran That you/they attended Roberto quera que ellos asistieran a la reunin. Option 2 Que yo asistiese That I attended Pedro quera que yo asistiese al concierto de rock. Que t asistieses That you attended Andrea quera que t asistieses a la escuela. Que usted/l/ella asistiese That you/he/she attended Ana quera que ella asistiese a la escuela. Que nosotros asistisemos That we attended Ral quera que nosotros asistisemos al juego. Que vosotros asistieseis That you attended Selena quera que vosotros asistieseis a la universidad. Que ustedes/ellos/ellas asistiesen That you/they attended Roberto quera que ellos asistiesen a la reunin. Imperative Forms of Asistir Imperative (Positive Command) Yo T asiste Attend! Asiste al concierto! Usted asista Attend! Asista a la escuela! Nosotros asistamos Lets attend! Asistamos al juego! Vosotros asistid Attend! Asistid a la universidad! Ustedes asistan Attend! Asistan a la reunin! Imperative (Negative Command) Yo T no asistas Dont attend! No asistas al concierto! Usted no asista Dont attend! No asista a la escuela! Nosotros no asistamos Lets not attend! No asistamos al juego! Vosotros no asistis Dont attend! No asistis a la universidad! Ustedes no asistan Dont attend! No asistan a la reunin!

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The countries which suffer from food shortage have a population that lacks the motivation to achieve any educational progress. They believe that there are no benefits from education because of the poverty and lacking food. This shifts their direction from education to working. Possible Solutions: What can be done to stop this cycle? Who is responsible for this imbalance in the world? Nobody likes to see others suffer, yet so many are suffering daily. The true solution will take great organization and uniting on a personal level as well as an International and Governmental level. As individuals however, we need to remind ourselves to buy only what is enough for our families and never waste food or throw it away. We need to make conscious efforts to give extra to any needy individuals in our own communities. However, outside of our little community circles, we need to work on an International and Governmental level. Food banks need to be set up. 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In countries that dont have many natural resources, they should be receiving international support. The ratio of rich to poor could all balance if governments would just take it seriously. There is no need for all the suffering and it does affect all mankind. It is our job as citizens of the Earth to take part in finding solutions to the problems we face. Hunger is not a problem limited to the people in developing countries, but it is in fact a problem that we are all facing together. The toll starvation is taking on our human population is a shockingly large number. It is making our fellow neighbors vulnerable to diseases; this will sooner or later catch up to us anywhere in the world. If we all come together, there is much that can be done to assure that needs are met, its called Globalization!

The Lindbergh Kidnapping Case - The Film :: Film Movie Essays

The Lindbergh Kidnapping Case - The Film [1] It was August 26, 1974, when the first man to fly solo and nonstop across the Atlantic died of cancer in his home in Maui. He was 72 years old and had lived long enough to be worshipped and reviled by the American public. During the 18 months between the death of Lindbergh and the 1976 television production of The Lindbergh Kidnapping Case, the U.S. had endured some culture crises that were certain to challenge the self-image of â€Å"The American." Early in 1974 Patricia Hearst, publishing heiress, was abducted by the Symbionese Liberation Army only to resurface as Tanya, a gun-toting member of the gang of thugs. The public acknowledged the United State’s involvement in Vietnam at large as a debacle of unparalleled proportion. Following close on the heels of Vice-President Spiro Agnew’s ignoble encounter with the law, President Richard Milhouse Nixon was forced to resign from office. Even the unconquerable Babe Ruth suffered a defeat as his home run record fell to Hank Aaron. The fact that Aaron was one of the good guys is unprotested, but it still marked the passing of an era. It seemed that none of the titans were left standing. The nation was in a maelstrom of change, which left many with a sense of loss of direction and purpose. So perhaps it comes as no surprise that a cropped and bloodless version of Charles Lindbergh should appear on television, a medium that was swiftly becoming a changeling for reality. America had had enough of real people. She was casting about for an icon, an inspiration, and a hero. It was a time for artifice and selective historical memory. [2] So precisely where does the film enlighten and where does it mislead? The very opening segment gives us a glimpse of the excitement and unmitigated adulation heaped upon Charles Lindbergh with the completion of his successful transatlantic flight. That Lindbergh’s success was as much a matter of luck and favorable winds as it was planning and talent is well known among historians. While the crowds roared their approval, experienced navigators were astounded that the daring young man had crossed the Atlantic with little more than a compass and a favorable wind. The few-filmed moments of crowds and tickertape parades only suggest the magnitude of the celebrity that was incurred by Lindbergh and the enduring quality of hero worship that he experienced.

Issues in Uganda’s human rights Essay

Assignment – Research Paper Research Topic: Issues in Uganda’s human rights As a female-born Canadian, living in one of the better countries of the world, take solace in the fact that as a person, have consciously been able to exercise my â€Å"rights and freedoms† through working, schooling or voting. The Canadian Charter of Rights and Freedoms (Constitution Act, 1985.) safeguards our basic human rights. As Canadians, we feel protected in this way, exercising our rights without much thought, passing through our day and night without griping fear for our lives, or of the police. Imagine for a moment waking up and the army has moved in, soldiers, police, trucks, tanks control the streets. All â€Å"left-handed† people, regardless of age are being taken away, and secretly relocated for re-education?! As a society or an individual within, we would be helpless and vulnerable, should some form of organized brutality be thrust upon us. The western countries of the world place human rights, in high esteem. In stark contrast, woefully many countries, U ganda in particular, are continually in a desperate struggle for the advancement of human rights. (Ewins, 2011) The country still faces heavy criticism regarding the treatment and growth, or lack thereof in the area of human rights. In particular, the specific malfeasance shown toward women, children, homosexuals, and the disabled. Officially known as the Republic of Uganda, is a sovereign nation located in the continent of Africa, bordered by Kenya, Sudan, the Republic of Congo, Tanzania, and Rwanda. Even though this republic is only forty-six years old, since gaining independence from Great Britain, methods of torture and child labour still exist. Continually, there are seemingly insurmountable struggles (i.e. arrests, enslavement, poor laws, etc) (Middleton & Miller, 2008). Additionally, the LGBT (lesbian, gay, bisexual, transgender) and the mentally/physically ill in Uganda have virtually no protection at all, and both male and female homosexual activity or interaction is illegal. (Ewins, 2011) The Uganda Human Rights Commission, an agency established in 1995, still continues to struggle trying to put an end to the cruelty concerning the treatment of women, children, homosexuals, and the mentally ill. This same  agency is responsible for crimes against children, which is an underlying problem that only exacerbates the situation for the advancement of human rights in Uganda. The practice of child abuse is considered exploitative, extremely unethical, and inhumane. Commonly, children are laboured for days on end, performing chores for superiors. Ugandan children are trafficked within the country, as well as to other countries as Canada, Egypt, the United Arab Emirates, and Saudi Arabia for forced labour and commercial sexual exploitation. (Clark-Kazak, 2010) Karamojong women and children, an ethnic group of herders living mainly in the northeast of Uganda, are sold in cattle markets or by intermediaries and forced into situations of domestic servitude, sexual exploitation, herding, and begging. Many Ugandan security and government agencies, including Uganda’s Rapid Response Unit, the police force, law-enforcement officials and the military, have been accused of torture. (Clark-Kazak, 2010) These agencies persecute opponents of the government, carry out abductions, disappearances, extrajudicial killings and torture and act both independently, as well as interdependently with each other, and in cooperation with the Ugandan Police. Some of these inhumane acts of torture include kicking and beating, which is described as â€Å"kandoya† – a tying of the victim’s hands and feet behind the body and strung from the ceiling, and even electric shock by attaching wires to the male genitalia. Because these agencies operate through the Ugandan Police, not much stance has been taken by the government. (Clark-Kazak, 2010) Over the past twenty years, the rebel group LRA (Lord’s Resistance Army) has abducted more than 30,000 boys and girls as soldiers. Attacks against Uganda’s Acholi people have resulted in severe trauma to civilians from extreme violence and abduction. Girls are often forced to become sex slaves, and the UPDF (Uganda People’s Defence Force) has recruited small numbers of children into its forces, some as young as thirteen. (Mujuzi, 2011) Not only are children being treated as property with no rights protecting them, women also receive similar treatment. For many decades, the Ugandan culture has made it clear that women should treat men as higher class citizens, and respect their commands, as they are higher in value than women. Despite the substantial economic and social responsibilities of women in Uganda’s many traditional societies, women were taught to accede to the wishes of their fathers, brothers, husbands, and sometimes other men as well, and to  demonstrate their subordination to men in most areas of public life. Customary law also prevails in the event of divorce in that child custody is typically awarded to the father. (Mujuzi, 2011) The physical integrity of Ugandan women is poorly protected. Violence against women is widespread: some estimates say that more than half of the women in the country have suffered domestic violence at the hands of their partners. Domestic violence has wide social acceptance, even by women. Rape is very common in Uganda. In nearly half of sexual violence cases, the victim’s husband or partner is the perpetrator reflecting a widely held belief that spousal rape is a husband’s prerogative. (Ehiri, 2009) Many women were raped by rebel soldiers during the conflict in northern Uganda. Women of the Sabiny tribe are subjected to female genital mutilation. There are no laws prohibiting the practice, but the local authorities have issued a decree denouncing the custom. (Kafumbe, 2010) In addition, in 2006, The World Health Organization (WHO) published results of a study on countrywide domestic violence and women’s health in Uganda. In the study, they found that 22% of adult women in the country experienced sexual violence, with 76% of men transmitting the HIV virus with 82% chance of the women becoming pregnant. 70% of women and 60% of men agreed that wife beating was justifiable under certain circ umstances. Ethically speaking, this makes the situation extremely uncomfortable. (Ehiri, 2009) An example one of which can be seen as a step in the right direction is with regards towards marriage and divorce laws in Uganda. The proposed legislation, the Marriage and Divorce Bill, which was passed in March of 2011, recognizes cohabitation in terms of property rights, abolishes forced marriage, prohibits same sex marriage and allows women to divorce their husbands on grounds of cruelty. Ultimately, the Bill still condemns same sex marriage, however, gives women in marriage more freedom. While polygamy has been quite popular in Uganda, it has been decreasing every decade, with only 27% of men having more than one wife, as opposed to 43% of males with more than one wife in 1988. (Kafumbe, 2010) The situation compared to decades ago, where polygamy was on the rise, is much less in existence. Granted, the government still has a vast array of issues to fix. For example, the period following the collapse of Idi Amin’s regime (which lasted from 1979–1986), was characterized by continued turmoil, violations of human rights, including the killing of innocent people, mismanagement of  the economy, a nd guerrilla warfare, which is civilians attacking members of the military. The army, led by General Tito Okello, overthrew President Obote in 1985. This gave the rebels of Yoweri Museveni, a former guerrilla leader, an advantage to take over government from Okello on January 26th, 1986. From 1986, however, with a new government headed by Museveni, Uganda started on the path to reconstruction and rehabilitation with new promise of security, peace, and development. (Middleton & Miller, 2008) One issue that it is not showing any signs of improvement, applies to the gay citizens in Uganda. Homosexuality in all its forms is illegal. This includes sexual acts, and just being gay. The consequence for homosexuality can put a Ugandan in prison for life. Prior to 2000, only male homosexuality was criminalized, then in 2000 under the Penal Code Amendment (Gender References) Act 2000, all references to â€Å"any male† was changed to â€Å"any person† so that lesbianism was criminalized as well. A new bill has been introduced into parliament, providing for harsher penalties for homosexuals, including the death penalty for â€Å"repeat offenders.† Ugandan citizens would be required to report any homosexual activity within twenty-four hours or face a maximum penalty of three years imprisonment, and Uganda would request extradition if Ugandan citizens were having same-sex relationships outside the country. Gays and lesbians face discrimination and harassment at the hands of the media, police, teachers, and other groups. According to Jessica Stern of Human Rights Watch, â€Å"For years, President Yoweri Museveni’s government routinely threatens and vilifies lesbians and gays, and subjects sexual rights activists to harassment.† (Clark-Kazak, 2010) There appear to be two types of harassment of the Ugandan LGBT community: human rights violations against this community, as well as failure to provide governmental and non-governmental services to this community. First, in Uganda, there is a strong cultural abhorrence and complete lack of understanding of LGBT individuals. This is reflected in everyday actions throughout the country, from minor forms of harassment in clubs, restaurants, and on the streets, to more pernicious forms of discrimination in terms of jobs and service distribution. Interviews with members of the LGBT community suggest that an openly gay individual will likely be excommunicated by his or her church, will be neglected by his or her family and community, may be kicked o ut of school, will have difficulty finding and  holding a job, and will be otherwise persecuted in everyday life. Stories of people being maimed or killed because they are thought to be gay are a persistent, minute to minute reminder to the LGBT community to maintain strong secrecy, often forcing people to engage in heterosexual relationships to give the impression of being straight to the outside world. Much of this type of cultural bias and discrimination cannot be attacked using current laws; it can only be attacked through new laws creating positive rights enabling LGBT individuals to be free from this type of harassment and discrimination. (Hollander, 2009-10) Condemned by world leaders, some western governments threatened to withhold financial aid. In the United States, Senator Ron Wyden of Oregon has argued that, should the legislation become law, Uganda would be ineligible for trade benefits under the African Growth and Opportunity Act (AGOA). The global backlash to this bill has been significant. President Barack Obama recently denounced it as â€Å"odious† and Secretary of State Hillary Clinton communicated her â€Å"strongest concerns† over the proposed legislation directly to Ugandan President Yoweri Museveni. Resolutions have been introduced in the U.S. Congress condemning the proposed bill, calling on the Ugandan Parliament to reject it, and urging all governments to reject and repeal similar laws criminalizing homosexuality. Some countries have gone even further; with Sweden has threatening to cut off all aid to Uganda should the bill become law. (Ewins, 2011) As well, the U.K. partnered up with BBC to film a documentary on Uganda’s treatment of homosexuals. It was filmed in Kampala and its surrounding slums, where they interviewed leaders in the anti-homosexual movement, as well as homosexuals who are out and living in fear. Radio DJ Scott Mills travels to Kampala where the death penalty could soon be introduced for being gay. This was aired in the U.K. on February 2011 before the Bill was killed. Mills, who is openly gay, finds out that the living situation in Kampala and around Uganda is incredibly frightening and horrific. Those who are openly gay are disowned by their family and friends, and are forced to live in slums and outside the city so they can be somewhat protected. An effective way that the Ugandan people â€Å"capture† homosexuals is through their newspapers. The newspaper â€Å"The Rolling Stone† publishes photos of openly gay Ugandans living in and around Kampala, asking citizens to call them or the police if they know where they are located. (Mills, 2011) If a  person gets caught, they are persecuted and thrown in jail for adultery. In the documentary, we meet a lesbian named Stosh. When she was a teenager she was raped by a man to try and â€Å"cure† her of her lesbianism and as a result was infected with HIV. To make matters worse, Pastor Male is part of the self styled National Coalition against Homosexuality and Sexual Abuse in Uganda and claims he was the first person in the country to come out openly against gays. Male believes that no one is born gay and that through counseling they can be cured of this â€Å"affliction†. (Mills, 2011) Exercising tolerance of ignorance can be quite a bitter pill to swallow Although the focus of most research in the media on Uganda has been surrounding women, children, and the LGBT community, often overlooked is the mistreatment of the ill, specifically those with mental disorders. A survey of the existing mental health system in Uganda was conducted using the WHO Assessment Instrument for Mental Health Systems. (Fisher, 2010) In addition, 62 interviews and six focus groups were conducted with a broad range of mental health stakeholders at the national and district levels. Despite possessing a â€Å"draft† on mental health policy that is in line with many international human rights standards, Uganda’s mental health system inadequately promotes and protects, and frequently violates the human rights of people with mental disorders; through physical and emotional abuse. Qualitative interviews with a range of stakeholders revealed that patients had experienced various forms of direct human rights abuses within the mental health facilities and units in the country, particularly in psychiatric units in general hospitals. (Fisher, 2010) In discussions with the mental health service facilities, many stakeholders from different groups spoke about how it is fairly common for mental health professionals to infringe on the rights of patients. Numerous respondents, particularly mental health care service users themselves, spoke about the stigma and verbal abuse patients experience from mental health professionals. As one service user lamented: â€Å"Sorry to comment on psychiatrists, but when you are in hospital, instead of calling you by name, they call you ‘case’, ‘this case here’, ‘this mental case’ That is not a proper way to address people. Why do you call me case? I have a name. I am not a case and I have a right to be called my name. But because they have an attitude of labeling. You are  being turned into an object by them.† (Fisher, 2010) Many respondents also spoke about the ‘poor food supply in the mental health units’, which is ‘never enough for everyone’, and is often ‘old’ or ‘so bad you would not wish it upon anyone’. Poor dietary supplies were seen as impacting especially badly those patients who are also physically ill (i.e. as HIV-positive patients). The patients are continuously secluded, sometimes they are beaten up, or starved as punishment, and sometimes they are left alone for hours with no one attending to them. This study was done in every mental institution in the country except for Butabika, which is known as the best mental establishment and is known for its good conditions. Although that does say there can be good and bad institutions, knowing there is only one with a positive rating in the whole country is beyond troublesome. (Bernstein & Okello, 2007) Briefly, a final problem, which falls under the umbrella of human rights, is that of refugee status. In Uganda, refugee policy and programming is focused almost exclusively on providing protection and assistance to refugees residing in rural settlements. While international law allows refugees the right to freedom of movement and choice of residence, Ugandan legislation restricts refugees’ residency to rural settlements, subjecting those who wish to live outside of settlements and in urban centers to severe restrictions. This study sheds light on the reasons refugees choose to reside in Kampala as opposed to rural settlements and the challenges they endure while attempting to sustain and support themselves. Research findings indicate that at all stages of exile, refugees in Uganda are put under pressure, either implicitly or explicitly, to relocate to settlements. The lack of progressive thinking and hence over-reliance on settlements as the mainstay of refugee protection and assistance has hampered reforms of refugee policy and hindered the broader involvement of municipal authorities in responding to protection and assistance needs of refugees in urban areas. Research findings suggest that many refugees have talents, skills, and abilities, which would enable self-sufficiency in Kampala and other urban areas. However, these capabilities are currently undermined by a refugee regime which only promotes self-reliance in rural settlements. In an effort to enhance refugees’ overall human security and to support their own efforts to become independent and self-reliant, this paper asserts that refugee policy in  Uganda should be reformed to support refugees’ decisions to choose their own places of residence, instead of restricting them to rural settlements. (Bernstein & Okello, 2007) When first beginning my research on Uganda, I wanted to focus specifically on the lack of rights for the LGBT community, yet there is a glaring human rights problem all throughout the country, especially including women, children and those with mental/physical ailments. While researching through my references, it is positive to note that â€Å"human rights† is a hot button topic in Uganda, there is some progress; albeit small. (Ewins, 2011) There is focus on the topic of â€Å"human rights† in Uganda and how it effects women, children, the mentally ill, and homosexuals. As a Canadian, I recognize and exercise my rights because I have all of them as a woman and a Canadian citizen. Often times, people seem to forget how fortunate they are to live in a first world country where they do not have to be afraid everywhere they look because of who they are. Dismally, many Ugandans have to exist that way with no escape in sight., as a significant amount of the population are poor and unable to flee to a safer place. Having always been interested in human rights in all countries and how they differ from Canada’s laws, researching the human conditions in Uganda has been a huge eye opener concerning the depth of despair. Although I am not gay myself, rights for LGBT members is one of things that I am very passionate about changing around the world. My research will show what they have to go through on a daily basis as Ugandans and changes that have been made throughout the decades to improve on these rights, or make them harsher. With my research, I have developed the following research questions: Creating the Anti-Homosexual Bill has received negative attention from countries around the world including the United States and Sweden. How has the Ugandan government dealt with this image the rest of the world has about their country? In Uganda, if someone is homosexual, they will most likely be discriminated against. What acts of discrimination by the rest of the Ugandan population will put homosexuals in danger? Some forms of data that will be presented are primarily from observation and  documentaries. Ideally, it would be more advantageous to travel to Uganda and experience life there first hand, therefore many researchers document their work by recording it, so others can see exactly what they saw. Most of my references are in text form and come from either observation from the writers’ own perspective or research from other writers, which can be also known as unobtrusive research (Trochim, 2006), or more specifically, content analysis. (Chapter 10, textbook) All my research has been through the Concordia Database in the Sociology section. From that database, the oldest document used is from 2006, with an exception to the New Encyclopedia of Africa†. (Middleton & Miller, 2008) which described various significant years in Uganda’s fight for human rights in the 70s, 80s, and 90s. Additionally, this specific topic is not one that I can do myself or ask people about whil e I am in Montreal. These observations are helpful for my research, as it is the easiest and most precise type of research. The work will be even more helpful if anyone can see it first hand rather than just reading text. The documentary will show you more of an in-depth, depressing look at the lack of human rights in Uganda. The ethical issues I will be facing are my own, since being aware of these issues, I feel obligated to help in some manner. I do not know anyone from Uganda that faced the brutality or human rights violations themselves, or someone who has studied human rights in Uganda. While not doing interviews myself, several of my references have taken certain documentaries when it comes to citing their research. One in particular, which I happened to find on YouTube, is a documentary done by BBC3 in the U.K titled â€Å"The World’s Worst Place to Be Gay?†. It is hosted by a British radio DJ and openly gay Scott Mills, who traveled to Uganda where the death penalty is the huge is sue for homosexuals. He finds out what it is like to live in a society which persecutes people such as himself, and meets those who are leading the hate campaign. In its favour, is that it is a recent documentary, originally aired in February of 2011 on BBC. I have also located two other documentaries under my own independent online research, one entitled â€Å"A World of Conflict† in which reporter Kevin Sites covers every major war zone in the world in one year, and another called â€Å"Hope for Uganda†, a documentary created by World Vision, a non-governmental organization. While these highlight how poorly a condition Uganda is in, there are definitely  ethical issues that occur during filming. Ethical issues include threats of violence open discrimination and hate. While I seemingly cannot do anything to prevent it, it still remains extremely horrific and unethical. One has to come into contact with this venue of research to appreciate this line of study in a proper context. I have not required any approvals, as all of the research I have is not mine. The documentaries were approved by World Vision and BBC (British Broadcasting Corporation). With regards to the rights of the Ugandans shown in the documentaries, they were given approval to show themselves on camera beforehand. If they were not comfortable being on television, their faces would be blurred out. While filming â€Å"The World’s Worst Place to be Gay?† in Kampala, the city was warned beforehand that there would be camera crews around. Given that all the stories in the documents and in the films are quite painful, the risks were ever present. Some quotes remained anonymous, some were given with names. It took a great deal of courage for Ugandans to come forward with their hardships and their pain, however it sheds light on the primitive condition of human rights in their country. In conclusion, this topic was something I chose to study, due to the fact that this is a subject that greatly interests me, and that one day, might want to help to fight for this cause, or be involved with as a career. While I might not ever travel to Uganda or work in Africa, I can pursue those fights in Canada. It is certainly an area in which I desperately want to see change in the world; equal rights at every level for everyone, regardless of gender or sexual orientation. Despite having some background knowledge on this issue, I have many more things to learn, and that is also again in support of my selection. Something I know a lot about is not as challenging or interesting to research. I somehow feel consciously and morally obliged to learn more about the violated and disenfranchised of this country. Lastly, there will be an examination of the â€Å"human rights† issues in Uganda, focusing on how children, women, and homosexuals are treated. The research covered many kingdoms and cities all over the country. I am hoping that because of this paper, the readers will learn more about the situation in Uganda and are motivated to get involved in a project such as this, and possibly compel them to do something to help. At the beginning of the course, deciding which subject I would focus this research paper on, and focusing it on something I want to see change and would want to make a  difference in that situation. In the future, it is my hope that Uganda’s human rights will be improving in the years and decades to come, with the determination, aid, and influence of other countries, apolitical outside agencies, as well as Ugandans learning to help each other. By doing so, people can make the world a better place, not just for today, but rather for the future, and proactively forever. In my future, there will always be a watchful, hopeful eye on Uganda. References: 1.) Cooper, S., Ssebunnya, J., Kigozi, F., Lund, C., & Flisher, A. (2010). Viewing Uganda’s mental health system through a human rights lens. International Review Of Psychiatry, 22(6), 578-588. 2.) Kafumbe, A. (2010). Women’s Rights to Property in Marriage, Divorce, and Widowhood in Uganda: The Problematic Aspects. Human Rights Review, 11(2), 199-221. 3.) Miller C. J., John, M. Ed. (2008). â€Å"Uganda.† New Encyclopedia of Africa. Detroit: Charles Scribner’s Sons. 119-127. 4.) Bernstein, J., & Okello, M. (2007). To Be or Not To Be: Urban Refugees in Kampala. Refuge, 24(1), 46-56. 5.) Ewins, L. (2011). â€Å"Gross Violation†: Why Uganda’s Anti-Homosexuality Act threatens its trade benefits with the United States. Boston College International & Comparative Law Review, 34(1), 147-171. 6.) Hollander, M. (2009). Gay Rights in Uganda: Seeking to Overturn Uganda’s Anti-Sodomy Laws. Virginia Journal Of International Law, 50(1), 219-266. 7.) M ujuzi, J. (2011). Protecting Children From Those Who Are Supposed To Protect Them! The Uganda Human Rights Commission And Children’s Right To Freedom From Torture. Journal Of Third World Studies, 28(1), 155-168. 8.) Clark-Kazak, C. R. (2010). The politics of protection: aid, human rights discourse, and power relations in Kyaka II settlement, Uganda. Disasters, 34(1), 55-70 9.) Emusu, D., Ivankova, N., Jolly, P., Kirby, R., Foushee, H., Wabwire-Mangen, F., & †¦ Ehiri, J. (2009). Experience of sexual violence among women in HIV discordant unions after voluntary HIV counselling and testing: a qualitative critical incident study in Uganda. AIDS Care, 21(11), 1363-1370 10.) Mills, S. (Producer) (2011). The world’s worst place to be gay? [Web]. Retrieved from http://www.youtube.com/watch?v=168gaNmaIFo 11.) Allyson, S. (Producer) (2007). Hope for Uganda [Web] Retrieved from http://www.youtube.com/watch?v=1IGKnQRPF-I 12.) Trochim, William. â€Å"Unobstrusive Measures.† Research Methods: Knowledgable Base. (2006): 1. Web. 4 Apr. 2012. . 13.) Canadian Charter of Rights and Freedoms, section 15. (Constitution Act, April 17th 1985.)

Overview of the Oligocene Epoch

Overview of the Oligocene Epoch The Oligocene epoch wasnt an especially innovative period of time with regard to its prehistoric animals, which continued along the evolutionary paths that had been pretty much locked in during the preceding Eocene (and continued on in turn during the ensuing Miocene). The Oligocene was the last major geologic subdivision of the Paleogene period (65-23 million years ago), following the Paleocene (85-56 million years ago) and Eocene (56-34 million years ago) epochs; all of these periods and epochs were themselves part of the Cenozoic Era (65 million years ago to the present). Climate and geography While the Oligocene epoch was still fairly temperate by modern standards, this 10-million-year stretch of geologic time saw a decrease in both average global temperatures and sea levels. All of the worlds continents were well on their way toward moving into their present positions; the most striking change occurred in Antarctica, which drifted slowly south, became more isolated from South America and Australia, and developed the polar ice cap that it retains today. Giant mountain ranges continued to form, most prominently in western North America and southern Europe. Terrestrial Life During the Oligocene Epoch Mammals. There were two major trends in mammalian evolution during the Oligocene epoch. First, the spread of newly evolved grasses across the plains of the northern and southern hemispheres opened a new ecological niche for grazing mammals. Early horses (such as Miohippus), distant rhinoceros ancestors (such as Hyracodon), and proto-camels (such as Poebrotherium) were all common sights on grasslands, often in locations you might not expect (camels, for instance, were especially thick on the ground in Oligocene North America, where they first evolved). The other trend was mostly confined to South America, which was isolated from North America during the Oligocene epoch (the Central American land bridge would not form for another 20 million years) and hosted a bizarre array of megafauna mammals, including the elephant-like Pyrotherium and the meat-eating marsupial Borhyaena (the marsupials of Oligocene South America were every match for the contemporary Australian variety). Asia, meanwhile, was home to the largest terrestrial mammal that ever lived, the 20-ton Indricotherium, which bore an uncanny resemblance to a sauropod dinosaur! Birds As with the preceding Eocene epoch, the most common fossil birds of the Oligocene epoch were predatory South American terror birds (such as the unusually pint-sized Psilopterus), which mimicked the behavior of their two-legged dinosaur ancestors,  and giant penguins that lived in temperate, rather than polar, climatesKairuku of New Zealand is a good example. Other types of birds also undoubtedly lived during the Oligocene epoch; we just havent identified many of their fossils yet! Reptiles To judge by the limited fossil remains, the Oligocene epoch wasnt an especially notable time for lizards, snakes, turtles or crocodiles. However, the plenitude of these reptiles both before and after the Oligocene provides at least circumstantial evidence that they must have prospered during this epoch as well; a lack of fossils doesnt always correspond to a lack of wildlife. Marine Life During the Oligocene Epoch The Oligocene epoch was a golden age for whales, rich in transitional species like Aetiocetus, Janjucetus, and Mammalodon (which possessed both teeth and plankton-filtering baleen plates). Prehistoric sharks continued to be the apex predators of the high seas; it was toward the end of the Oligocene, 25 million years ago, that the gigantic Megalodon, ten times bigger than the Great White Shark, first appeared on the scene. The latter part of the Oligocene epoch also witnessed the evolution of the first pinnipeds (the family of mammals that includes seals and walruses), the basal Puijila being a good example. Plant Life During the Oligocene Epoch As remarked above, the major innovation in plant life during the Oligocene epoch was the worldwide spread of newly evolved grasses, which carpeted the plains of North and South America, Eurasia and Africaand spurred the evolution of horses, deer, and various ruminants, as well as the meat-eating mammals that preyed on them. The process that had begun during the preceding Eocene epoch, the gradual appearance of deciduous forests in place of jungles over the earths spreading non-tropical regions, also continued unabated.

Parents Play a Critical Role in Education

Parents Play a Critical Role in Education While parents have always had a role in their children’s education, there is a growing body of research today that confirms their critical role in helping both teachers and students succeed academically. Parental Engagement Starts Early The parent-school relationship is one that should begin early, a fact recognized by both the U.S. Departments of Health and Human Services (HHS) and Education (ED). In May 2016,  these departments issued a joint  Policy Statement on Family Engagement from the Early Years to the Early Grades  to recognize the critical role of parents in promoting children’s success starting in early childhood systems and programs: Strong family engagement in early childhood systems and programs is central- not supplemental- to promoting children’s healthy intellectual, physical, and social-emotional development; preparing children for school; and supporting academic achievement in elementary school and beyond. The policy statement reiterated the findings in an earlier report,  A New Wave of Evidence,  from the Southwest Educational Development Laboratory (2002). This report remains the most comprehensive meta-analysis using 51 studies on parent engagement and student academic success. The report released the statement: â€Å"When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.† The  reviewers  considered backgrounds and income and included studies covering all grades, all regions of the country,  diverse populations along with a variety of methods, both quantitative and qualitative. The conclusion reached was that that parent engagement led to: Higher grades and test scores, and enroll in higher-level programsIncrease in earned credits and promotions.Improved attendanceImproved behavior and social skillsIncrease in enrollment in postsecondary education Increasing parent engagement in order to achieve these outcomes means schools are seeking ways to connect parents to school communities. What Parents Think A report commissioned by Learning Heroes and supported by the Carnegie Corporation called  Unleashing Their Power Potential  details why communication can help. The data for the report came from a survey that focused on the â€Å"perceptions of schools and the state and national assessment data.† More than 1,400 K–8 public school parents across the nation took part. The survey co-collaborators included Univision Communications, National PTA, National Urban League, and the United Negro College Fund. The findings from  Unleashing Their Power Potential  may hold one big surprise for educators; elementary school parents place more emphasis on their child’s happiness than academics. Putting happiness first, however, shifts in the middle school years as parents develop doubts about their children’s preparedness for postsecondary schools. One primary area  for  concern in the survey found parents are confused on how to understand the different ways students are accessed: â€Å"[M]ost of the communications parents receive- report cards, annual state test score reports, and curriculum summaries to name a few- are indecipherable and incomprehensible for most parents. About a quarter of parents are not aware of their childs annual state test scores.† The authors of the report suggest  there is a need for improved communications â€Å"that are responsive to parents needs, interests, and concerns.† They note, â€Å"Most parents rely on report card grades, quizzes, and communications with teachers to determine whether their child is achieving their grade level.† They promote helping parents to understand the connection between these forms of assessment. That sentiment was echoed by Claudia Barwell, Director of Learning, Suklaa, with her essay,  How Parents Can Change the Global Landscape of Education  in which she discusses the challenges in finding the right balance in communicating with parents. Her essay, written from a parent’s point of view, suggests that there are three fundamental areas for balance: the teacher’s relationship with parents, parents’ relationship with formal assessment, and the latent power of parents in co-designing schooling. She suggests that schools survey parents and ask these key questions: What values do you believe are essential for a developing child?What part of the current curriculum is essential?What should we be teaching that we are not?What skills will they need for the future?What role would you like to play in the education of your children? Such questions can begin a dialogue and improve the conversations between parents and teachers and administrators. Barwell would also see value in seeing â€Å"links to brief teaching methods and a glossary of terms so that parents can support learning at home without being told we are ‘doing it wrong’ by our children.† Barwell’s request for links illustrates an audience willing to use a growing number of technology tools designed for parents to understand how a school operates. There are also technology tools designed to help parents interact with the teachers and administrators. How Parents Interact With Schools If parents are looking for an explanation with details of what their child is expected to learn over the course of  a week, month or year, there are multiple options schools may be using, from software platforms to mobile apps.   For example, SeeSaw or  ClassDojo, used in preschool and elementary grades, are software programs that can document and share information about student learning in real time. For the upper elementary grades, middle and high school, the platform  Edmodo  allows parents to see assignments and class resources, while Google Classroom provides teachers a means to send out parent/guardian updates. All of this software offer mobile apps as well. Because evaluation programs for teachers, support staff, and administrators include  a parent communication/engagement goal, a need exists to measure communication and engagement, and these technology tools collect that data. For this reason,  many schools districts encourage parents to sign up for the mobile app  Remind. This app can be used by a teacher to send homework updates or by a school district to send general school updates through text messages. Finally, most public schools now post student grades online through student-management software such as  PowerSchool, Blackboard,  Engrade,  LearnBoost, or  ThinkWave.  Teachers can post student performance ratings (grades) which let parents keep a watchful on student academic progress. Of course, the amount of information available through these kinds of technology can be a little overwhelming. Technology tools designed to increase parent engagement are only effective if they are used by the parents. School districts need to consider how they will educate parents to use different technology tools to guide their decisions.  But it is not only in the area of technology that parents need training.   Research findings report that most parents do not understand educational policy at the local, state or federal level. To correct these gaps, the  Every Students Succeed Act (ESSA), an educational reform plan that replaced the No Child Left Behind Act (NCLB) in 2015, places an  emphasis on the importance of stakeholder engagement. There are mandates for community input; states  must  solicit and evaluate input from parents when developing strategic plans for schools. Finally, while teachers need to keep parents â€Å"in the loop† they also need to respect the limited time today’s parents find themselves, stretched for time, energy, and resources. Home and School Connection Technology and legislation aside, the are other ways parents can be supportive of education in general, and they have been around almost as long as the institution of public education. As early as 1910, a book on education by Chauncey P. Colegrove titled The Teacher and the School placed an emphasis on engaging parents. He advised teachers to â€Å"enlist the interest of parents and secure their co-operation by making them acquainted with what the schools are striving to accomplish.† In his book, Colegrove asked, â€Å"Where there is no knowledge of each other, how can there be close sympathy and cooperation between parents and teacher?† He responded to this question  by stating, â€Å"The surest way to win a parents heart is to show an intelligent and sympathetic interest in the welfare of his children.† Over 100 years after Colegrove published  The Teacher and the School,  Secretary of Education (2009-2015)  Arne Duncan  adds, â€Å"We often talk about parents being partners in education. When we say that, were usually talking about the healthy and productive relationships that can develop between the adults in a childs life at home and the adults who work with that child at school. I cant overstate how important this partnership is.† Whether it is a handwritten note or a  text message, the communication between teachers and parents with parents is what develops the relationships described by Duncan. While a student’s education may take place within the walls of a building, the school’s connection to parents can extend those walls far into the student’s home.

CCCB Essay Example | Topics and Well Written Essays - 3500 words

CCCB - Essay Example (2002) (2009) The Japanese Invasion The late 1950s saw a crucial time for Harley Davidson because that was the time when the Japanese entered into competition in the market. This meant that Harley Davidson was not the only producer for motorcycles now and had to make certain changes in order to survive. Up till now, the company enjoyed a sort of monopoly over its customers because it could produce motorcycles according to the knowledge that it possessed, as customers were willing to purchase due to being left with no other options as well. This played on the demand-supply situation, pushing the company to continue with its sale of making motorcycles that had very distinguished engines, and were manufactured in a manner that they could be rectified by the customer itself. (Statkenov, Daniel K. 1900-1933.) The Japanese established themselves with Honda over the south Asian markets first, and then spread to the rest of the world in such a way that even in the United States of America, e very second person was purchasing a Japanese manufactured motorcycle. Because of this, the sales in Harley Davidson obviously declined because as when compared with companies like Honda, and then emerging Kawasaki, Suzuki and Yamaha, Harley Davidson motorbikes were very costly, could not be afforded by the average consumer, and was not for every kind of bike rider. The Japanese took advantage of all the demerits that the American motorcycle company had, and took hold over it by producing more customer friendly bikes, that could be ridden by most ages, had simple engines, were east to maintain and repair, and most of all, were much lighter and cheaper. As the Japanese slowly took over the markets, at the same time, the profitability and goodwill that Harley Davidson had created for its self began to decline sharply. The company foresaw a great amount of debt and was unable to raise the complete by back price. In order to sustain survival over the market, the only thing that could be done by Harley Davidson was to cut back on the number of bikes manufactured in order to keep their costs at a minimum price. The company was under the leadership and guidance of people like Richard Teerlink and Jeffrey Bluestein as it underwent a complete transformation before it began soaring upwards and towards growth again. These people evaluated the performance of the company against that of not only its past performances but also performance of the Japanese companies and found out where they were going wrong. They critically evaluated the pros and cons that Harley Davidson faced and in accordance to that made the much needed changes within the organization. Transformation The first set of changes that were made within the company in order to stabilize it was in its human resource department. A proper change cycle was what the firm was made to go through as all unnecessary workers and employer positions were eliminated from the company. Having a good hold over the people that wo rk within the company can really make or break its name in the market. Harley Davidson was started by two people and by 1907 had only a single permanent employee working with the founders. However, after the Japanese invasion into the market, Teerlink decided that it

The Threat Facing Humans And The Earth In General Essay

The Threat Facing Humans And The Earth In General - Essay Example Unfortunately, the sources of the four gases remained a mystery to scientists. The ozone layer is the protective layer lying between 15 and 30 kilometers above the Earths surface. The ozone layer shields the earth from ultraviolet rays, which cause cancers in humans and reproductive problems in animals. Extensive studies concluded that about 74,000 tonnes of these gases had been ejected and that the release of two of them was mounting rapidly, which poses a serious threat of ozone depletion. Due to the alarming nature of the impacts, investigating the source of the gases is important, as they are likely to pose a major threat in the future. The situation calls for more vigilance in checking the production and the release of these gases, where the possible solutions include agricultural insecticides. Different studies have highlighted the increasing destruction of the ozone layer but emphasized that, apart from the destruction caused by the ozone-destroying chemicals released into the atmosphere, weather changes played an important role in ozone depletion. This conclusion was made after the discovery that the ozone hole formed above the Antarctica changed in size year after year. Susan Strahan of NASA's Goddard space center gave the information and emphasized that their investigations would check whether the hole was reduced in size. However, she reported that an accurate evaluation of the reducing ozone depletion called for the measurement of the different factors that cause changes in the size of the ozone hole.