Abortion misc4 essays

Abortion misc4 essays Asian Crisis The crisis began in Thailand in July 1997 and spread to Indonesia, the Philippines and Malaysia, then to Hong Kong, Korea and Japan. Financial systems in Thailand, Korea and Japan all came under intense strain, but nowhere as destructively as in Indonesia, which by early 1998 had become the worst-affected victim. The 1997 Asian financial meltdown began in Thailand on July 2 after the collapse in late June of 16 finance companies alerted investors to the strains on the financial system. After surging ahead in the mid 90s Thai exports had shrunk in 1996. The government was shaky, economic growth was slowing, and there had already been two speculative attacks on the currency. By July 1997 money market traders believed the government could be forced to abandon its pledge to link the Thai baht to the US dollar. Malaysia was not as badly hit by the currency crisis as Thailand, Indonesia or South Korea. Mahathir's complaints helped bolster his political support at home but unde rmined his nation's credibility with the outside world. Hong Kong remained almost untouched by the Asian turmoil until a massive selloff of its sharemarket in the week of 20 October, a trauma that brought home to the world that the crisis would not be isolated to Southeast Asia. The dive in the market was driven by fears of a downturn in the Hong Kong economy and the prospect it would abandon the peg between the Hong Kong and US dollars. In the background was a deeper concern, that financial strife in Hong Kong could have profound effects on China. China had been the darling of Western investors for several years, and huge projects will be under threat if the Chinese economy strikes trouble. China is partially insulated from the turmoil because its own financial markets are rigidly controlled. But its banks are similarly overburdened with debt and its exports at risk from a worldwide slowdown in demand. ...

How You Can Get ACT Accommodations Complete Guide

How You Can Get ACT Accommodations Complete Guide SAT / ACT Prep Online Guides and Tips On the ACT, students with disabilities or other conditions might need accommodations, such as extra time or frequent breaks. But how do you get accommodations like extra time on the ACT? This in-depth guide will teach you about the process of applying for accommodations and which accommodations are most common. You want to do your best on the ACT- disability or other condition aside- so read on to learn about how to get the ACT accommodations you need. The Basics of ACT Accommodations To get ACT accommodations, you must work with your school to submit a request. Unfortunately, this means that requests can unfortunately take a little while to process- usually at least two weeks. Furthermore, getting accommodations approved isn’t easy. In most cases, you have to submit extensive documentation and even be prepared to resubmit information or appeal a decision. The documentation needed, the type of accommodations you request, and the process will vary by condition and/or disability. While we can’t list the ins and outs of documentation for every single disability category, we can provide a detailed overview of the process as well as information about documentation to help you get started. What Accommodations Can I Get on the ACT? There are four broad categories of accommodations you can get on the ACT: Accommodations but no extra time:Common accommodations include large-print test booklets, small group testing, rooms with wheelchair access, stop-the-clock timing, medical supplies or food in the testing room, and visual time signals. Extended time, or specifically, time and a half for the test:This comes out to five hours for the ACT, and five hours and 45 minutes for the ACT Plus Writing. Extended time may be combined with accommodations from the list above. Special testing:This includes more than extended time. These accommodations including a different test format such as Braille, use of a scribe for your essay, or testing over multiple days. For special testing, the testing is done at your school instead of a National Testing Center and isproctored by a coordinator who meets ACT qualifications. English learner supports: As of 2017,test takers whose native language is not English may request special ESL support on the ACT. These accommodations includeextra time, the use of an approved bilingual dictionary, and translated test instructions; they donotinclude translated test questions. Special testing is reserved for very serious disabilities and conditions, or for students who need accommodations outside the US and Canada. For example, if you have a condition that prevents you from writing independently, if you need the test in a different format such as Braille, or if you typically receive more than time and a half for regular tests at school as part of your IEP (Individualized Education Plan) or 504 Plan, you may qualify for special testing. Essentially, if your condition prevents you from taking the ACT in a National Test Center in one sitting, or without significant format changes, you may qualify for special testing. So which accommodations should you request? This will depend on your needs. Obviously, special testing is the hardest to obtain as it is reserved students with testing needs that differ the most from usual ACT testing procedure. A good guide as to which ACT testing accommodations you will receive is to consider the testing accommodations you already receive at school. Your ACT testing accommodations will probably match the accommodations you already receive.For example, if you're usually given extra time for tests, you'd likely benefit from extended time on the ACT. If you're able to test in a National Testing Center as long as you have certain accommodations, you should request one of the first two options, as the approval process will be somewhat easier. How Do I Qualify for ACT Accommodations? Only students with documented disabilities or conditions (including non-native speakers of English) qualify for accommodations on the ACT. The qualification process and documentation needed will vary by disability/condition and when you received your diagnosis. As a basic rule of thumb, the more recent your diagnosis is and/or the fewer accommodations you receive in school, the more detailed documentation you'll have to provide. There are two broad categories of documentation you will need: Record of your accommodations in school:You’ll need to have qualified officials at your school send documentation of your IEP (Individualized Education Plan), Section 504 Plan, or other Official Accommodations Plan you have in place. If you haven’t been receiving accommodations, you'll have to provide a detailed explanation as to why you haven’t used academic accommodations in the past and why you need them for the ACT. Complete diagnostic documentation of your disability or condition: Documentation must be up to date, and the timeline varies by condition. For instance, if you are seeking accommodation for ADHD, the diagnostic results cannot be more than three years old, and you must also include evidence that you were diagnosed before the age of 12. You won't need to give complete diagnostic documentation if your diagnosis was reconfirmed within one year prior to your request and it's more than three years old.In this case, ACT, Inc. will accept your school’s verification of having documentation on file, though they reserve the right to request that documentation at any point. Basically, if you’ve had your condition for a long time, your IEP or 504 Plan was updated in the past year,and you received diagnostic testing that reconfirmed a persistent diagnosis, ACT, Inc. will not request complete documentation. The disability categories that ACT, Inc. approves requests for are as follows: Learning Disabilities Attention Deficit/Hyperactivity Disorder Psychiatric Disorders (Mood or Anxiety Disorders or Serious and Persistent Mental Illness) Visual Impairment Hearing Impairment Autism, Asperger's Disorder, Pervasive Development Disorder or Autism Spectrum Disorder Speech and Language Disorders Medical Conditions Traumatic Brain Injuries If you don't see your condition here, be sure to visit the ACT's website to view a complete list of eligible conditions (and the documentation you'll need to submit for each). As previously mentioned, non-native English speakers may also request English learner support on the ACT. You'll need to meet one or more of the following in order to qualify for special language support on the test: Trouble speaking, reading, writing, or understanding English Enrollment in an English-language support program at school Receipt of requested supports on classroom tests through a formalized plan Results from a suitable English-language assessment that indicate the student's limited proficiency in the language You might need to submit supporting documentation as well, such as an EL Plan, confirmation of your attendance in an English-language program, or an official accommodations plan. For more information about English-proficiency documentation, see the official ACT English Learner Support Documentation guide. Example of ACT Documentation for a Learning Disability The documentation required is different depending on what condition you are applying for, but generally it follows seven basic guidelines: The diagnosis is clearly stated. The information is current Educational, developmental, and medical history is presented. The diagnosis is supported. The functional limitation is described. Recommendation accommodations are justified. Evaluators’ professional credentials are established. As an example, let’s look at the documentation required for a learning disability- one of the most common disability categories in schools. You'd need to submit all the following to document your condition: A description of your learning disability and its developmental history. This includes a history of how your learning disability has affected you in school and a diagnostic history. A neuropsychological or psychoeducational evaluation that includes results of an intellectual assessment using a "complete and comprehensive battery." If you’re on an IEP at school, the testing you did to be placed on the IEP would likely meet this requirement. If you’re not on an IEP or didn’t get this testing, you might have to go to an outside source to get the complete the appropriate testing. Results of a complete achievement battery. Again, the testing you were given for your IEP would likely include this, though it’s possible to get this testing done outside of school as well. Other assessments for consideration of a differential diagnosis from co-existing neurological or psychiatric disorders. ACT, Inc. doesn’t just want to know how you were diagnosed with your learning disability; they also want to know about any other assessments you received for different possible disorders. Specific diagnosis and evidence that alternative explanations for your disorder were ruled out. Again, ACT, Inc. doesn’t simply want evidence of your learning disability but also proof that other possibilities were considered and then discarded. Description of your limitations and a rationale for the recommended test accommodations. This part of the documentation is incredibly important because it's where you'll explain how your learning disability limits you in school and why you need the accommodations you’re requesting. It’s basically your argument for why you need ACT accommodations. Whew! That’s a lot of paperwork. And that's just the documentation required for one disability. Be sure your documentation is complete and has been verified by professionals, including your doctor(s) and school officials. Remember, the documentation needed changes based on the disability. For a complete guide, including the exact documentation needed for each condition, seeACT, Inc.’s Policy for Documentation. If you’ve never had an IEP meeting, accommodations might be more difficult to get. How to Get Accommodations on the ACT, Step by Step Now that you know what documentation you need and the qualification standards, let’s learn how to actually submit your request for accommodations on the ACT. (You can also get an overview of how accommodations work by readingACT, Inc.'s Quick Start Guide.) Step 1: Register for the ACT online, making sure to list your preferred test center, and sign up before the deadline of your preferred test date. When you register, you'll indicate which kind of accommodation you need for the test. Step 2: Once you’ve registered for the ACT, you'll receive an email from ACT, Inc.This email will explain how to work with your school to submit a request for accommodations on the test. Forward this email to your school official, along with a filled-out Consent to Release Information to ACT PDF. Step 3: Your school official will submit your request to ACT, Inc. Within two weeks of your submission, your school official will be notified first of ACT, Inc.'s decision; he or she will then contact you with the results and explain the next steps. ACT, Inc. offers a convenient checklist of the entire accommodations request process that you can use as you work your way through the steps above. What Happens After I Submit My Request for ACT Accommodations? First of all, make sure that your school official submits your request, including all documentation, no later than the late registration deadline for that particular test date. In fact, the earlier you get your documentation submitted, the better- in case ACT, Inc. requests extra materials or documentation, which can slow the approval process. Once ACT, Inc. receives your materials, they'll pass them on for review. If you're missing important documentation, they'll notify you, and you can submit the extra materials. Your request will either be approved, sent to a specialist for further consideration, or put on hold as you're asked tosupply missing materials. Basically, if they don’t think they can approve your request, they will give you a chance to provide more evidence. The specialist will either approve or deny your request, provide a written reason why, and notify your school official of the decision (who will then notify you). If you are denied, you will be given a chance to appeal the decision and submit new materials. The entire process can take a few weeks, so be patient! Extra Tips for Getting Accommodations on the ACT As you can probably tell from the above, it's somewhat tough to get accommodations on the ACT. Because ACT accommodations are based on the accommodations you receive at school, it will be very difficult to get accommodations on the ACT if you aren't already receiving services of some kind. It should go without saying that you won’t be able to get extra time or special services if you do not have a documented disability or condition (or if you are a native English speaker). Keep in mind that there are no additional fees for accommodations. So even though it’s a complicated process to get accommodations, you should definitely request them if you need them. The ACT is a tough test, so if you typically get accommodations in school, you'll definitely want them on the ACT as well. And a final bit of advice? Ask your school for help! Don't be afraid to consult your school official and/or guidance counselor with any questions you have about ACT accommodations.Especially if you live in a state where all students are required to take the ACT, it’s highly likely that your school has helped previous students with getting accommodations. What’s Next? Even once you get your accommodations, it’s still important to study for the ACT to maximize your score. Avoid this common ACT mistake to improve your score, andcheck out our strategies to raise your ACT Writing score. Learn more about the national ACT average score and ACT score percentiles to get an idea of what score you should be aiming for. You might be curious as to what scores are considered good by various colleges. To find out, check out our guide to developing a target ACT score based on the schools you want to apply to. Wondering about what that composite ACT score represents in terms of right and wrong questions? Check out our guide to learn the ins-and-outs of ACT scoring, and get expert tips to help you use this information to your advantage. 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 your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Respond to classmate Essay Example | Topics and Well Written Essays - 250 words - 3

Respond to classmate - Essay Example Next to be considered is conciseness. When communicating, be sure you are not beating around the bush. Be direct and to the point while communicating. Following conciseness is consideration. Be aware who needs the information and consider all those who need to know. When considering your communication you need to be concrete and use specific facts and figures along with clarity so those you are communicating with will have no possible confusion. Lastly, Courteous and correctness go hand in hand. As a communicator you should be courteous of the listener and uses correct language and also in messaging use correct grammar, punctuation, spelling, and accurate facts and figures. Using these seven C’s can guide and promote effective communication in the workplace.   Ã‚  Ã‚  Ã‚   In my workplace, communication is a must. As a Title one paraprofessional, I am working with several teachers to help those struggling students to improve in reading, writing, and arithmetic. If I was given the students and teachers did not consider what the students’ needs were I would not know what to teach them. It is my job to collaborate with each grade to better the students time and help them progress. It is also courteous on the teacher’s part to keep us in the loop so we can be correct and concise in who needs extra help. Without proper communication, I would fail in helping those students to progress and learn. Communication is essential in every aspect. Nordmeyer, Billie. Keys to Building Effective Communication in the Workplace. Everydaylife.globalpost.com. Retrieved from http://everydaylife.globalpost.com/keys-building-effective-communication-workplace-1575.html I agree with the seven Cs presented in this article and wondered if they talked about delivery methods too?   There are times it is difficult to deliver all the information in a concise manner if there are a lot of details to be discussed.   About a week ago I was trying to explain a situation at

International Law - war on terrorism Essay Example | Topics and Well Written Essays - 2000 words

International Law - war on terrorism - Essay Example Second, the role of the Italian government in the transfer of the prisoners. Third, the role of the Italian prosecutors in indicting members of its own government and fourth, the degree to which the United States should acquiesce to the Italian prosecutors and turn over the CIA agents for trial. Dealing with the first section, it should initially be stated that the United States does have a duty to obey international law and treaties that it is a signatory to (Shaw, 2003). The fact that the United States is seen as the world's only super-power with supposedly overwhelming power (although the current Iraq debacle would put this in a problematic light) does not imply that it should ignore international laws because it can. Indeed, the very idea of "international law" was created in order to stop countries from doing what they wanted to when they had the power to do so - the prime examples being Germany and Japan during WWII. The more powerful the country, the more it should be seen to adhere to both the letter and the spirit of the law. It is with this background that the role of the United States should be seen. The United States is a signatory to the United Nations Universal Declaration of Human Rights, signed in 1948. This may be seen as the overarching "treaty" (even though it is not officially one) under which international agreements under human rights have been signed and enforced since this time. The Declaration is quite specific on a number of matters that directly relate to the case of the radical Muslim cleric, most notably article 3, which states that "everyone has the right to life, liberty and security of person", Article 5, which states that "no-one shall be subjected to torture, or to cruel, inhuman or degrading treatment or punishment" and Article 6, which states that "everyone has the right to recognition everywhere as a person before the law" (UN, 1948). It seems quite clear that the kidnapping of a prisoner and his transport to a country where the CIA knows that he is going to be tortured by the authorities, and indeed, the fact that he is specifically being transferred to that country in order to be tortured is a contravention of the Declaration that was signed in 1948. The United States has, more specifically, signed the United Nations Convention against Torture and Other Cruel, Inhuman or Degrading Treatment (UNICAT), which came into effect in 1987. The definition of torture according to the Convention is "any act by which severe pain or suffering, whether physical or mental, is intentionally inflicted on a person for such purposes as obtaining from or a third person information or a confession" (United Nations, 1987). The question which arises in cases such as the one here is whether the movement of a person from one jurisdiction to another, commonly known as "rendition" within the law (Higgins, 2000). Rendition has normally occurred, at least until recently, through legal channels such as extradition, which occurs between countries or from state to state within a single country that has a federal system. The problem that appears with so-called "extraordinary rendition", which occurs without any visible legal

The Latest Treatment for Migraines :: Health Medical Headaches Essays

The Latest Treatment for Migraines Headaches are among the most common health complaints today. According to the National Headache Foundation in Chicago, 45 million Americans suffer from recurring headaches—16 to 18 million of which are migraines (1). Migraines are vascular headaches because they involve the swelling of the brain's blood vessels (2). The occurrence of migraine headaches, contrary to popular belief, is a disease. If you suffer from migraines you might be used to people comparing your migraine to a headache or trying to blame these "headaches" on you and your lifestyle. However, migraines are caused by the expansion of blood vessels whereas regular headaches area caused by the constriction of blood vessels. Although certain things such as harsh lighting, movement, or chocolate may trigger a migraine, the actual cause of this vessel swelling is unknown and may vary from person to person. Currently, there is no cure for migraine (3). One theory as to the cause of migraines lies in excitement of the nervous system caused by stress, anxiety, or some unknown (4). A more recent form of treatment known as neurobiofeedback actually works by allowing patients to train their brains to function at a more relaxed mental state. The success of this treatment may indicate that increased neuron activity is one of the more common causes of migraines. Neurobiofeedback has been identified as successful for migraines precipitated by PMS, food allergies, or stress. It is not clear exactly how food allergies are related to increased nerve activity. Stress, however, regardless of the type, seems to be strongly correlated with migraines as it will determine the severity of the headache. Neurobiofeedback goes to the root of this problem and, as a result, is one of the more preferred methods of treatment (5). Biofeedback, in general, is a technique in which the body's responses to specific stimuli are measured in order to give patients knowledge about how they physically react to various events. In the case of headaches, patients can condition their mind or body to react differently to pre-headache symptoms and prevent a headache from occurring (1). Neurobio or electroencephalogram (EEG) feedback, specifically, measures brain wave activity and feeds back to a patient their own brain wave patterns so that they can modify these patterns through game-like computer simulations (6). Why does this work? Brain waves are recordings of electrical changes in the brain.

Important Committees and Their Heads Essay

1. U.C. Banerjee Commission :- Enquiry into Godhra carnage (railways) 2. Sarkaria Commission : Centre-State relations 3. Srikrishna Commission : 1992 Bombay riots 4. Thakkar Commission : Indira Gandhi assassination case 5. Malhotra Committee : Insurance Reforms 6. Ajay Vikram Singh Committee : Faster promotions in army 7. Rajinder Sachar Committee {1} : Companies and MRPT Act 8. Rajindar Sachar Committee {2} : Report on the social, economic and educational status of the Muslims of India 9. Jyoti Basu Committee : Report on Octroi abolition 10. Sawant Committee : Enquiry on corruption, charges against ministers & Anna Hazare 11. Chelliah Committee : Eradicating black money 12. Kothari Commission: Educational reforms 13. Wanchoo Committee : Tax enquiry 14. Rangarajan Committee : Reforms in private sector 15. Chakravarti Committee : Banking sector reforms 16. G.V.Ramakrishna Committee : Disinvestment in PSU shares 17. Kelkar Committee : First committee on backward castes 18. Godbole Committee :Enron Power Project 19. Rangarajan Committee : Statistics 20. Wardha Committee : Inquiry on murder of Graham Staines 21. N.N. Vohra Committee : Criminalization of politics 22. Kelkar Committee {2} : Direct-Indirect Taxes 23. Narasimham Committee : Banking sector reforms 24. Chelliah Committee :Tax reforms 25. Mashelkar Committee : National Auto Fuel Policy 26. Yashpal Committee : Review of School Education system 27. Ram Nandan Prasad Committee : Constitution of creamy layers among Backward Castes 28. Kelkar Committee{3} :Enquiry on Kargil defense deals. 29. Thorat Committee : Caste-based discrimination against students in AIIMS 30. R.K.Raghavan Committee : Ragging in colleges 31. James Lyngdoh Committee :- Student politics and student-body elections in colleges. 32. E.M.S. Nachiappan Committee : Reforms in the higher judiciary 33. Soli Sorabjee Committee : Police Reforms [it was constituted after the Judgement of the Supreme Court in Parkash Singh vs Union of India (2006)] 34. Fali S. Nariman Committee :- Accountability and damages with regard to destruction of public property 35. Raghuram C. Rajan Committee :- financial sector reforms 36. Tarkunde Committee :- composition of the Election Commission and other electoral reforms 37. Dinesh Goswami Committee :- electoral reforms

The Chapter Of Greenfield s Landscaping - 912 Words

1. From the case in the chapter of Greenfield’s Landscaping: i. What factors would you consider in making this decision? In making my decision I would consider choosing the decision that is ethical, in addition, I would come up with alternatives that can help save employees’ jobs. ii. Using only the principle of utility, what decision would you make? By using the principle of utility I would manipulate the financial statement by overstating the overall profit; as a result, all employees can keep their job. As principle of utility means choosing the alternatives that creates the most happiness for all the people being affected. iii. Considering the principle of justice, how would this change your decision? By using the principle of justice, I would refrain from manipulating financial statement and go with the ethical decision. In addition, I would find out alternatives that can help employees save their jobs. I would come up with other cost saving techniques like cutting labor and cost of material being used. 2. From the case in the chapter of Healthy Hannah: i. What factors would you consider in making this decision? Without Hannah or her guardian consent (in case she is not in condition of making any decision) I will not donate her organs. In addition, I would disclose all the information regarding the treatment to Hannah or her guardian. ii. Using only the principle of utility, What decision would you make? By using the principle of utility I would let Hannah die and useShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 Pageswhich production costs can be minimal. When customers may suddenly cut Feigenbaum−Feigenbaum: The Power of Management Capitol 1. New Management for Business Growth in a Demanding Economy Text  © The McGraw−Hill Companies, 2004 5 CHAPTER 1 NEW MANAGEMENT FOR BUSINESS GROWTH IN A DEMANDING ECONOMY 5 back on their purchases, the traditional emphasis on reducing variable costs to achieve profit maintenance is not likely to be very effective. The competitive necessity to maintain