Nursing for Health and Wellbeing 2011 Essay Example | Topics and Well Written Essays - 1250 words

Nursing for Health and Wellbeing 2011 - Essay Example Most homes are potentially hazardous that would increase the risk of falls. Survey reveals among older subjects that they had at least one environmental falls hazard. Older people report falls inside the home. There should be evidence that these hazards are potential or causally linked to falls. Apart from the evidence of falls history among older people linked to household hazards, stronger evidence are available from studies where household hazards were identified first and subsequent falls were monitored. Further, frail people suffered more frequent falls but they were not due to environmental hazards. Studies indicate healthy people are likely to fall more frequently due to environmental hazards. Thus environmental hazards are likely to cause falls in vigorous older people than in frail older people. Since the patient Mr. Sylvester is a vigorous category (as he is able to live alone), he is more prone to falls. Risk-taking behavior in vigorous older people is the likely cause for more frequent falls. Home hazards alone cannot be a single cause for falls.

Invasive Species Essay Example | Topics and Well Written Essays - 2000 words

Invasive Species - Essay Example However, on the southern coastlines, loss of mussel Perna perna's habitat has not been as extensive to the competing Mediterranean native mussel Mytilis galloprovincialis. On land, acacia species have been most detrimental to the bioregion, as their land usage expands rapidly. Mature acacias proliferate their seeds and access huge expanses of land. The acacia species Acacia dealbata, Acacia mearnsii, Acacia longifolia, Acacia baileyana, Acacia decurrens, and Acacia Cyclops have overtaken more indigenous species, by changing soil nutrition and taking habitat. The difficulty in controlling acacias is problematic due to the community's use of many acacia species as kindling. Likewise, acacia species stabilise the soil; indeed they were introduced by agriculturalists for the very reason. While having stabilized the soil, they've encroached on the South African fynbos vegetation. At the same time, the increased agricultural usage of the land has hindered the nesting habits of the bird species Black Harriet Circus maurus. In order to counter the multiple problems associated with the acacia encroachment, researchers searched for natural enemy wasps of the Br uchophagus line, specifically Bruchophagus acaciae, Bruchophagus orarius, and Bruchophagus interior, with the purpose of hindering acacia seed proliferation. The acacia has not been the only species introduced for the purpose of stabilizing the soil. Marram grasses were introduced in order to stabilise shifting sand dunes that flooded the South African plains and made agriculture difficult. The Marram grass Amophilia arenaria has been praised for its ability to provide an amiable habitat for the native species of the area. Due to the complexity of alien species and their influences to the diversity of native flora and fauna, investigations and attempts have been made to counteract the process, or at very least, record it. South African Biodiversity Biodiversity along the Southern African shorelines is unique in that its species have evolved and thrived due to the confluence of two distinct water masses. The Agulhas current flows alongside the eastern shores of South Africa, while the west coast is characterised by colder deeper waters (Peschack, 2005). The flora and fauna that immigrant settlers found here is one of the most specific in the world. In southern Africa, 12% of plant species are endemic (Willis et al. 1996, in Mehta 2000).Moreover, the floristic region of the Cape is one of only six on Earth (Branch, 2005). The importance of maintaining the integrity of South African Cape ecosystem cannot be understated. However, many invasive species have invaded the bioregion and caused concern, beginning in the 1700s. At this time, immigrant settlements that came to South Africa began practises of irrigation and livestock raising that negatively affected soil nutrition and made the soil thinner. Consequently, native vegetation species diminished due to poor soil quality (Mehta, 2000). That trend has continued and become multifaceted, affecting both land and ocean species. Negative Impacts of Alien Species on Land Indeed, the most widely studied intruders on the South African Cape

Muslim Women Living In A Westernized Society Theology Religion Essay

Muslim Women Living In A Westernized Society Theology Religion Essay The following research report was requested and granted by Philip Broster, The Business Communication lecturer at the Tertiary School in Business Administration, for 8 October 2012. Permission was granted by Philip Broster to conduct research on the debate regarding the wearing of hijab and the western pressures of this felt by Muslim women who study at TSiBA Education. His specific instructions were to: Compile a research report based on the previous research proposal to research the debate regarding the hijab and the pressures felt by Muslim women at TSiBA. Present a literature review as well as findings in a written document and to conclude by identifying a relationship, if any , between the literature and the findings of the research. The report is to be submitted on the 8 October 2012. Table of Contents INTRODUCTION Subject of the research The Debate Regarding the Hijab, Investigating the Pressures Felt by Muslim women living in a Westernized Country: A TSiBA case-study. Background to the research Literature on this topic is abundant as research has been conducted globally on the topic of the hijab as to the reasons why women should and should not wear the hijab. The research conducted was made possible through the use of surveys, interviews, questionnaires and observations. Katherine Bullock in particular, a Canadian community activist, author and lecturer did extensive research on the topic of the hijab and published her findings in the form of a book called Rethinking Muslim Women and the Veil which challenges Historical and Modern Stereotypes.  She has also published articles on Muslim women and the media, and Islam and political theory. Purposes of the research The objectives of the study are to examine if the dominant negative Western perception affects the reasons why the Muslim community is divided on the subject of hijab. This research addresses the concern for a dialogue that could inform westernised societies about the personal reasons why some female Muslim students wear hijab and why others do not. I want my research to be meaningful, relevant to local communities and to open my mind and that of others by being taught through research and personal interviews about the subject. Scope and limitations This study was conducted in a very short period of time with a very small sample group as the pool of participants was limited to the Muslim students at TSiBA Education. The data set is meaningful, but not representative of the vast range of Muslims in different contexts. It will however show a diversity of views within a common theology and faith. A more sizable sample within the target group would have provided a larger and more conclusive amount of data. This can have a bias that favours the educated and the youth of Cape Town. Another limitation of my study was that all of the participants belonged to one ethnic group being from the race regarded in South Africa as Coloured. This was due to the fact TSiBA Education is a relatively small university whose Muslim female population is a fraction of the total students of which there were no Muslim women from a different race or culture. The research conducted could have benefitted from a more diverse pool of applicants. Plan of development This research report was compiled in the following manner. Firstly I provide my literature review which I put together for the purpose of exploring what has previously been written on the topic so that you and I may learn from it and be aware of it as we go about this research. Secondly I made a survey form of 3 pages long that contained relevant questions which I derived from the process of compiling the literature review. Thirdly, At random I selected 10 Muslim women studying at TSiBA to be my participants and followed through by conducting my survey about each one of them. Lastly, I analyzed the data obtained from the surveys and make this information available to you while also comparing my research findings to the findings derived from my literature review. METHODOLOGY Literature review The first piece of work I did was conducting research on the topic of the hijab in order to compile a literature review. My literature review took a significant amount of time in relation to how long the actual research demanded. Information was abundant regarding the topic of hijab, modernization, the dominant Western perception and the medias role in the portrayal of Muslim women that I found it particularly challenging to sift out important points from the all information available. My literature review saw two sessions of editing with my Communications lecturer who helped me construct and organized the important information once I identified it. Participation The target group for the research was initially 20 South African Muslim women between the ages of 18 and 40. This age group was the target of this study because they were the current generation of TSiBA students and were experiencing modern South Africa in a time when it seemed there was an ever increasing influx of Western culture after Apartheid. The age group is also likely to include married women who might be inclined to think differently about the hijab as their marriage might have changed the way each looks at the hijab. The participants of my research were all female as I had hoped, but unfortunately all of them belonged to one ethnic group being from the race regarded in South Africa as Coloured. There were 2 married women, and 8 unmarried women. 5 of them wore hijab and 5 of them were women who choose not to. Method of data collection One method of obtaining data was employed. The research draws on qualitative data from comprehensive surveys conducted on 10 Muslim students regarding hijab. The survey was constructed in a manner that it took students approximately 5 minutes to complete. After many different drafts of the survey I went to the Tertiary School in Business Administration (TSiBA) Education to distribute the final version. My survey included the opinions of both young women who wear the hijab and those that do not. I did not ask for names in any section of the survey to ensure the anonymity of all my human subjects. In the end I collected 10 surveys in total which was a smaller sample group than I had initially hoped. After gathering the surveys, I analyzed the results manually. LITERATURE REVIEW Introduction The debate regarding the wearing of religious garb in public, specifically coverings worn by Muslim women has increased over the past few years resulting in a lot of controversy among those who agree with the practice and those who do not (iqraonline.net). Hijab is seen all over the world, especially in places with a high concentration of practicing Muslims. The hijab has resulted in severe media disputes and now denotes the difference of cultures. The French, along with the west expected that the hijab would pass away into history as westernization and secularization took root. However, in the Muslim world, especially among the younger generation, a great wave of returning to hijab was spreading through various countries. This current resurgence is an expression of Islamic revival (Nakata, 1994). The Topic of Hijab External to South Africa The views of feminists The Western media and feminists often portray the  hijab  as a symbol of oppression and slavery of women (www.al-islam.org). A theory of Orientalism has been in existence since 1978 which argues that the Muslim population is deemed backward, uncivilized beings who are outcasts in Western society (Said, 1978). Many feminists, both Western and Islamic argue that the hijab is a symbol of gender oppression and that the Islamic veiling of women is an oppressive practice. Fadel Amara, an Islamic feminist and Muslim female member of French government describes the burqa as a prison and a straightjacket which is not religious but is the symbol of a tyrannical political project for sexual inequality (King, 299.). Feminists argue that public presence and visibility is important to Western women. This overlaps sexism and racism as well as there are two arguments made by feminists who are divided on the topic of the hijab. a) The argument of oppression One argument is for hijab to be banned in public as they encourage the harassment of women who are unveiled and because public presence and visibility represents their struggle for economic independence, sexual agency and political participation. In the Western culture, celebrities are regarded as trend-setters defining what is acceptable. The hijab is therefore also seen as a problem because it poses challenge to the view of unconventional visibility and freedom of self-expression. (www.theage.com). Although it is true that many women do choose to wear the hijab, it is not the case for all women. In many Middle Eastern and North African countries women are forced, persecuted and abused for noncompliance with the hijab. This was demonstrated in Pakistan where an extremist killed a womens activist and government minister because she refused to wear the hijab. King states, From Afghanistan to Algeria to Sudan, Pakistan and Iran- women are systematically brutalized and caught in a deadl y crossfire between the secular and fundamentalist forces. Some Islamic feminists argue that although the statement in the Quran about women covering themselves was not meant to oppress women, the interpretation of those verses by Islamic societies does in fact oppress women. Although it can be argued that the hijab is a symbol of the oppression that occurs against women in Islam, many Islamic women dont agree. It is true that under some Islamist rule, specifically in some North African countries, Afghanistan, Iran, and Saudi Arabia women are oppressed and forced to wear the hijab, but in an international context, this is the exception to the rule regarding womens practices of wearing the veil. Salma Yaqoob, a Muslim woman who chooses to wear the hijab explains the veil is not only an oppressing force in Islamic countries that require the veil, but also in Western countries that ban the veil. Yaqoob adamantly contends that by infringing laws that restricts womens choice on whether or not to wear the veil, they are also being oppressed. I am opposed to the Saudi and Iranian governments imposition of the veil and that of the Taliban previously. But this is also why I oppose the ban on wearing the hijab. In both cases the woman herself is no longer free to make a choice. In both cases her dignity is violated. Yaqoob explains that more women are currently banned from wearing the hijab, than are required to wear it. b) The argument of liberation It can be argued that rather than oppressing, the hijab is liberating. The second argument made by feminists supports the argument of fundamentalist Islamic leaders who argue that Muslim women have the right to choose to wear or not to wear a hijab as it is part of a Muslim womans duty to wear a hijab. These feminists demand that the French ban be withdrawn because they believe the oppressing force behind the veil is when authority figures, both Islamic and Western, take away a womans right to choose. They defend the veil as a mark of agency, cultural membership, and defiance. Tayyab Bashart, a feminist scholar and Muslim who teaches in France explains her beliefs A woman in hijab, who is a functioning member of society, symbolizes an empowered, independent woman, rather than someone who lacks self-determination and is a puppet of society (Basharat, 2006). The veil itself is just a piece of cloth. Human beings interpret the hijab according to social and religious constructions. Throu gh the Western discussion and banning of the hijab in public schools, the Muslim school girls of France lose their freedom to express their spirituality. The desired effect of the 2004 law is to fight gender oppression and inequality in the public school system, but as a residual effect, it actually diminishes womens freedoms rather than enhancing them. The law on the headscarf supports the oppressing Western discourses about veiled women and attempts to Westernize French Muslim schoolgirls. Western Governments In Islamic countries like Saudi Arabia, Afghanistan and Iran, the full covering, more commonly known as the burqa, has been made compulsory upon female citizens. In contrast to this, the unwillingness to understand the religion and culture of Muslims has resulted in traditional clothing such as the burqa and the hijab being banned with the hope of Westernised societies achieving secularism in Islamic countries. Katherine Bullock shines light on the differences in judgment over hijab by having identified themes from her research on women and the religion of Islam. She divides these themes into the descriptions of those who are for and those who are against the hijab. According to Bullock, critics of the veil rely on secular liberal assumptions about society and human nature and therefore the veil is supposed to be and described as a symbol of oppression because it: Covers up (hides), in the sense of smothering, femininity Is apparently linked to the essentialized male and female difference (which is taken to mean that by nature, male is superior, female is inferior); Is linked to a particular view of womans place (subjugated in the home); Is linked to an oppressive (patriarchal) notion of morality and female purity (because of Islams Emphasis on chastity, marriage, and condemnation of pre- and extra-marital sexual relations); Can be imposed; and Is linked to a package of oppressions women in Islam face, such as seclusion, polygamy, easy male divorce, unequal inheritance rights. Western countries has developed this view and disregarded other views of what public visibility may be to different women with differing beliefs. (www.theage.com).An example of this is that France has decided upon the banning of the hijab to be worn in schools. Frances 2004 law, popularly referred to as the law on the headscarf, reveals the difficulty of respecting conflicting ideas between diverse communities, especially when one community, in this case the Muslims of France, is a minority. According to this law, female students are banned from wearing the hijab as well as all other openly religious symbols in public schools. France bans women from wearing the hijab in public schools because many feminists and lawmakers argue that veiling women serves as an oppressing force, a force that silences women. Alia Al- Sari states in her article The Racialization of Muslim Veils: A Philosophical Analysis many feminists see the headscarf As a symbol of Islamic gender oppression that à ¢Ã¢â €š ¬Ã‚ ¦should be banned from public schools, a space where gender equality is presumed (or desired). Supporters of the law believe it fights gender oppression and gives equality to women in the school system. Media attitudes in reporting Islam and hijab While the media cannot be the only party held accountable or blamed for societal attitudes towards smaller cultures and religions, theses media moguls create the lens through which reality is perceived (Bullock Jafri, 2000). Western media sees itself as a democratic powerhouse and therefore is frequently answerable for legitimising and distributing racism and bias against religious communities such as Muslims (Bullock Jafri, 2000). The media in Westernised societies portrays Muslims as tricky, sleazy, sexual and untrustworthy, as uniformly violent, as oppressors of women, and as members of a global conspiracy (Bullock Jafri, 2000). For example, in 1998 a shift was noted regarding the European medias depiction of women who wear the hijab. Veiled women were no longer portrayed as exotic but instead as a threat to society (Macmaster Lewis, 1998,). This highlights the contrasting representations of Muslim women as concurrently being oppressed and threatening. In 2005 Begum argues that these images of Islamic dress were increasingly used in the media as visual shorthand for treacherous extremism, and that Muslims living in Europe were suffering from the consequences of these associations (Begum, 2005). The increase of these media portrayals and political deliberation has segregated the Muslim community and had a further disruptive effect on society and feminism at large. (Begum, 2005) Since then, the media in France reported on a women who was suspended for wearing a hijab under her hat while working as a meter reader, a fashion show of veiled women that was banned, the hindrance of hijab-wearing mothers from volunteering in schools, the refusal of cafeteria service to a student wearing a hijab and the banning of a witness to a civil service wedding from signing the documentation based on the argument that hijab prevented her from proper identification. Many authors on this topic dispute that because of the medias cultural fascination with Muslim womens dress as symbols of oppression, Muslim women often have to resort to focusing on that facet of their identity as well, even if they would rather discuss something else. These authors state that even cases of responsible journalism have a propensity to devalue Muslim women. This is because Muslim women are primarily depicted as exotic, victimised, or threatening outcasts rather than your ordinary peaceful next door neighbours. (www.reportingdiversity.org.) It is evident that the hijab remains a hot topic in Western countries and that the wellbeing and identities of Muslim women in Westernised societies are related to the wearing of the headscarf as a consequence. Hijab within the Muslim Community The opinions of Muslim women vary in their decision about whether or not to wear the hijab. The hijab, according to many Muslims, has multiple uses and meanings. The hijab is a symbolic of modesty and morality. According to Islam, the hijab functions as a shield for a woman against the lustful gaze of men. The hijab also serves as a cover to preserve the modesty and piety of the woman, as that is her main role as stated in the Quran. The most basic debate over the hijab is over the requirement of the hijab. This is an issue that is debated by many Muslim scholars. First in order to understand why there is an issue it is important to understand the power of the Quran. The Quran is the word of God brought to humanity by his last messenger the Prophet Muhammad (Peace Be Upon Him). Islam is the religion of total submission to Allah (God the Father) and obedience to Allah. As the Quran is Gods word then it also means total submission and obedience to Quran. The first issue with the requirement of the hijab comes from whether the hijab is in the Quran or not. There are two sides to this argument; there are those who say that the hijab is a requirement because it is in the Quran and those who say that it is not because it is not part of the Quran Reasons why Muslim Women wear the hijab The laws of the Quran Amr Khaleds, a popular Islamic scholar, layman, and highly influential Muslim speaker, represents the school of thought that considers the hijab to be directly in the Quran and thus a requirement for Muslim women. He quotes these Quranic verses that make the hijab obligatory to Muslim women. O Prophet! Tell your wives and your daughters and the women of the believers to draw their cloaks (veils) all over their bodies. That will be better, that they should be known (as free respectable women) so as not to be annoyed. And ALLAH is Ever Oft-Forgiving, Most Merciful (Surah 33: verse 59). In this verse women are told to cover their bodies so that they should be known as modest women and are not harassed. According to Amr Khalads lecture Al-Hijab, the hijab also serves the purpose of forcing men to not sexually objectify women but to see her as a vessel of intelligence and high moral values. Khalad says that the hijab reinforces the fact that Islam has placed the beauty of a female on a higher value in the eyes of men by providing protection of her beauty from uncontrolled lusts and desires, and instead ordering men to respect greater the inner beauty of her soul. Thus, the real value of women is associated with the degree of her modesty and her abidance by it (Khaled Al-Hijab). Yaqoob states her personal reasons why she wears the veil, For me, the wearing of the hijab denotes that as a woman I expect to be treated as an equal in terms of my intellect and personality and my appearance is relevant only to the degree that I want it to be, when I want it to be.. This is the traditional Islamic rational for the hijab and why it is important in Islam (Khalad AlHijab). A symbol of resistance A study about hijab in the West also provides another theory that I believe can also be applied in South Africa because it is a country heavily influenced by the West. The idea of the hijab as a symbol of resistance is explored by Tarik Kulenovic but not necessarily one that is strictly political. Tarik Kulenovics theory suggests that the hijab in the West is a matter of identity, a physical symbol of a womans Muslim identity. This symbol also carries a message of religiosity in a modernizing society which encourages a secular life style and scorns tradition. Kulenovic asserts that the modern identity of Muslim women, which includes the wearing of the veil, is primarily the identity of resistance to the values that individuals find foreign to them and as such imposed on them (Kulenovic, page 717). Thus, in modern society, the hijab can be thought of as a means of retaining a religious life style while assimilating to the demands of the modern world. Another reason women choose to wea r the hijab is that they find that the hijab serves as an empowering factor. The Interpretation of the hijab by those who wear it Katherine Bullock, through her research, provides some reasons why women wear the hijab. The hijab to these wearers: 1. Does not smother femininity; 2. Brings to mind the different-but-equal school of thought, but does not put forward essentalized male-female difference; 3. Is linked to a view that does not limit women to the home, but neither does it consider the role of stay-at-home-mother and homemaker oppressive; 4. Is linked to a view of morality that is oppressive only if one considers the prohibition of sexual relations outside marriage wrong; 5. Is part of Islamic law, though a law that ought to be implemented in a very wise and women-friendly manner, and 6. Can and should be treated separately from other issues of womens rights in Islam. Spirituality Some women have a deep spiritual and religious connection to the veil and firmly disagree with the view of it as a sign of oppression. Many Muslim women feel uncomfortable without wearing it because the hijab is deeply-rooted in their personal values and religious tradition. A main reason women choose to wear the hijab, is as expression of spirituality. Bashart states in his book that Muslim women carry with them their sacred private space into the public space by use of the Hijab. In this view of the hijab, the veil is not simply an article of clothing; or a symbol of oppression it is a tool of spirituality for women. Fadwa El Guindi, author of The Veil: Modesty, Privacy and Resistance, says veiling patterns and veiling behaviour are. about sacred privacy, sanctity and the rhythmic interweaving of patterns of worldly and sacred life, linking women as the guardians of family sanctuaries and the realm of the sacred in this world. Reasons why Muslim Women do not wear the hijab In the Quranic this verse although it says to draw the cloak all over their bodies, it does not specifically say the hair. In addition, it does not specify in what way, to what extent, and in what manner women should cover themselves. There are many modern alternative views to this idea that the hijab is compulsory because it is in the Quran. For example, Dr.Reza Alsan, an internationally acclaimed writer and scholar of religions, the founder of AslanMedia.com and also one of the leading scholars in the alternative view, considers the hijab not an obligatory aspect of being a Muslim woman. Aslan claims that the hijab is shockingly not compulsory upon Muslim women anywhere in the Quran. Instead he claims that the veil was an Arab culture before the arrival of Islam, through contact with Syria and Iran, where the veil was the sign of the upper class women. According to Lelia Ahmed and those who fall in the second school of thought like Aslan, the only places that the hijab is applied t o women is when it is addressing the wives of Prophet Muhammad. Thus the veil was only associated with the prophets wives and his daughters not all women of Islam. This school of thought does not deny that modesty was expected of all believers. Believing women are instructed to guard their private parts and drape a cover over their breasts when in the presence of strange men (Surah 24:31-32) as quoted by Aslan. Here specific parts of the body are named that women should guard and cover including the private parts and the breast but the hair is not mentioned. Thus those in this school of thought like Leila Ahmed and Reza Alsan do not believe that the hijab is mandatory for Muslim women because it is not mentioned in the Quran. Conclusion of Literature review This research investigates the reasons why the Muslim community is divided on the subject of the veil and if the dominant negative perception of hijab (as the hijab being oppressive) has affected, if at all, the wearing of hijab in TSiBA Education. In the attempt to answer this question, the research has presented two hypotheses: (1) Living in South Africa, a country with great Western influence, causes some Muslim women to fear wearing the hijab and to abandon it all together (2) Muslim women choose to wear the hijab for spirituality reasons despite constant the pressures of the West 5. RESULTS OF OBSERVATIONS While analyzing the results, I was interested to see if there would be a correlation between the findings in my literature review and the results of my research. My data collection was a result of 10 surveys this research revealed that my two hypotheses were in agreement with a majority of this small sample of subjects. The data collected represents the opinions and beliefs of a total of 10 human participants which is 50% of the total intended target group. Thus, the data collected must only be interpreted as speculative and cannot be assumed applicable to all Muslim women or all Muslim female students. The results were as follows: 5 of the 10 participants wore the hijab. 3 of those 5 said that they strongly agree to wearing the hijab for religious reasons while 2 participants said they agree that they wear it for religious reasons but that religion is not the main reason why they wear the hijab. 3 out of the 5 Muslim wear the hijab even though the hijab makes them feel like they dont fit in with their peers. 1 person however does feel that she fits in with her peers and in her community because she wears the hijab. The hijab makes all five participants who wear the hijab feel protected and safe in public. 3 of them strongly agreed while 2 agreed. 5 participants said that all Muslim women should wear hijab when asked if they believe all Muslim women should wear the hijab, the opinions were 50/50. Interestingly, Out of the 5 participants that wear the hijab, 1 person said that she does not believe all Muslim women should wear hijab; 1 woman who does not wear the hijab said that even though she doesnt wear the hijab yet, she believes all Muslim women should wear the hijab. When asked if women who do not wear the hijab can be good Muslims: 8 women agreed that Muslim women can be good Muslims if they do not wear the hijab, 1 participant had no opinion saying one shouldnt judge, if you judge, what kind of Muslim does that make you?, 1 said Muslim women cannot be good if they do not practice the hijab. When asked for their definition of hijab, 60% defined it as covering with loose fitting clothes, 20% said all forms acceptable and 20% just covering your hair. The rating (1= no influence, 5= influenced but not explicitly forced,10 = I had no choice) of influence of family on participants choice to wear or not to wear hijab: From the 5 participants who wear hijab, 1 rated a 5, 1 rated a 6, 1 rated an 8 elaborating that her parents are religiously strict, 1 rated a 2, and 1 rated a 7 saying that the sudden death of her aunt influenced her choices in life and her consideration of the hijab. From the 5 participants who do not wear the hijab, 2 participants rated 5; 2 rated the influence of their family as a 1 and 1 participant rated 9 saying that her family allows her choice not to wear the hijab. The limitations section showed that all participants felt free to drive a car, study at a university, find a job, travel freely outside of Cape Town, own a computer and have access to the internet. 5 participants felt that they were not hired for a job because they wear the hijab while 1 participant said that she is new to wearing the hijab so the question is not applicable to her No participants felt that they were not hired because of NOT wearing the hijab TSIBA Womens view on the issue/view of hijab in the West 9 participants agree that the West (Europe and America) has a dominantly negative view on hijab. 1 participant had no opinion When asked their opinion of the Western perception and the West should continue not to encourage women to wear the hijab. 4 participants strongly disagree, 3 disagree, 3 had no opinion and 1 participant said she strongly agrees. When asked if they thought the West is ill-informed and should make more of an effort to understand the hijab and why Muslim women wear it: 6 participants said they strongly agree , 3 agreed and 1 participants said she had no opinion. 6 participants have friends from the West while the remaining 4 do not. DISCUSSION This research investigates the debate regarding the reasons why some Muslim women wear hypotheses were confirmed in a majority of this small sample group. In the attempt to answer these questions, the research has presented two hypotheses suggesting that: (1) Living in South Africa, a country with great Western influence, causes some Muslim women to fear wearing the hijab and to abandon it all together. (2)The main reason Muslim women choose to wear the hijab is for spirituality reasons despite the constant the pressures of the dominant Western perception. Defining the hijab The point of view unknown to me before starting my research was that there are Muslim women who did not know that there were differing interpretations about what the hijab is tangibly. In fact, from the surveys it is evident that amongst Muslims there is a concept of a correct hijab and an incorrect hijab. Before my research commenced, the purpose of the research was not intended to identify whether my target population was aware that many Muslims have differing beliefs the hijab. My research revealed that within the Muslim community there exist different interpretations of what the hijab is tangibly. 60% of participants claimed that the correct physical hijab is a head scarf and long loose fitting clothing that conceals the shape

Holocaust in Germany, Japan, and China :: essays papers

Holocaust in Germany, Japan, and China Eleven million precious lives were lost during the Holocaust of World War II. Six million of these were Polish citizens. Half of these Polish citizens were non-Jews. On August 22, 1939, a few days before the official start of World War II, Hitler authorized his commanders, with these infamous words, to kill "without pity or mercy, all men, women, and children of Polish descent or language. Only in this way can we obtain the living space [lebensraum] we need". Heinrich Himmler echoed Hitler's decree: "All Poles will disappear from the world.... It is essential that the great German people should consider it as its major task to destroy all Poles." When someone mentions the word holocaust, most often people will relate that word with the Germans and Jews during World War II. When Japan is mentioned, the first things that come to mind are the atomic bombs dropped on Hiroshima and Nagasaki. The Nanjing Massacre is known as the forgotten holocaust and very oddly, it truly has been forgotten. In this forgotten holocaust, three hundred thousand people were brutally murdered and 20,000 women were raped in the city of Nanjing, during the years of 1937-1938 (Yao). The Chinese Nationalist Government moved the capital of China from Peking to Nanjing in 1928. Nanking's population in the mid 1930s was well over one million, mainly because many refugees were fleeing from the Japanese army that had invaded China in 1931. Japan had entered China and other parts of Asia before World War II began, and didn't stop until the U. S. dropped the atomic bombs on Japanese soil in early 1945. It is said that the Japanese military machine was motivated by the aggression and uncontrollable desire for expansion and imperialism. On December 9, 1937, Chinese troops endered in the city of Nanjing, followed by a massive Japanese attack on the city (Yao). For the next six weeks, this capital was filled with brutal, unhuman, and terribly violent acts now known as the Nanjing Massacre. The Japanese committed venomous acts against innocent civilians, Chinese soldiers, refugees, and many others. The crimes ranged from mass execution to burning, raping, and looting. On December 13, many of the refugees tried to flee for their lives by crossing the Yangtze River. When they arrived at the river there was no type of transportation for them to cross. The Japanese arrived and when many of them tried to swim the river, the Japanese started to fire at the people in the river and along the banks of the shore. When it was all over, one Japanese Holocaust in Germany, Japan, and China :: essays papers Holocaust in Germany, Japan, and China Eleven million precious lives were lost during the Holocaust of World War II. Six million of these were Polish citizens. Half of these Polish citizens were non-Jews. On August 22, 1939, a few days before the official start of World War II, Hitler authorized his commanders, with these infamous words, to kill "without pity or mercy, all men, women, and children of Polish descent or language. Only in this way can we obtain the living space [lebensraum] we need". Heinrich Himmler echoed Hitler's decree: "All Poles will disappear from the world.... It is essential that the great German people should consider it as its major task to destroy all Poles." When someone mentions the word holocaust, most often people will relate that word with the Germans and Jews during World War II. When Japan is mentioned, the first things that come to mind are the atomic bombs dropped on Hiroshima and Nagasaki. The Nanjing Massacre is known as the forgotten holocaust and very oddly, it truly has been forgotten. In this forgotten holocaust, three hundred thousand people were brutally murdered and 20,000 women were raped in the city of Nanjing, during the years of 1937-1938 (Yao). The Chinese Nationalist Government moved the capital of China from Peking to Nanjing in 1928. Nanking's population in the mid 1930s was well over one million, mainly because many refugees were fleeing from the Japanese army that had invaded China in 1931. Japan had entered China and other parts of Asia before World War II began, and didn't stop until the U. S. dropped the atomic bombs on Japanese soil in early 1945. It is said that the Japanese military machine was motivated by the aggression and uncontrollable desire for expansion and imperialism. On December 9, 1937, Chinese troops endered in the city of Nanjing, followed by a massive Japanese attack on the city (Yao). For the next six weeks, this capital was filled with brutal, unhuman, and terribly violent acts now known as the Nanjing Massacre. The Japanese committed venomous acts against innocent civilians, Chinese soldiers, refugees, and many others. The crimes ranged from mass execution to burning, raping, and looting. On December 13, many of the refugees tried to flee for their lives by crossing the Yangtze River. When they arrived at the river there was no type of transportation for them to cross. The Japanese arrived and when many of them tried to swim the river, the Japanese started to fire at the people in the river and along the banks of the shore. When it was all over, one Japanese

CASA Ethical Business Considerations

Abstract This paper explores the mission and goals of CASE, a nonprofit organization which provides advocacy for children in court proceedings. CASES mission and goals will be explained and ethical considerations with regard to a nonprofits fundraising strategy will be discussed. An overview of the benefits received from technological advancements will be discussed and applied to CASES fundraising strategy.CASE' nonprofit status and Internal Revenue Code section 501 (sys applicability to COCA'S financial and budgetary operations will be addressed and analyzed. An evaluation of COCA'S budget process and revenue sources will be discussed, along with internal factors which may impact its successful strategic financial planning. COCA'S use of cost-benefit analysis will be discussed and the analysis will conclude with an overview of COCA'S cash management and investment strategies, and an assessment of COCA'S present overall condition.Keywords: CASE, mission statement, goals, ethical stan dards for nonprofits, fundraising, technological improvements, IRS section 501 (c) nonprofit status, annual Form 990 filing requirements, budget, revenue, strategic uncial planning, cost-benefit analysis, cash management, Investment strategies, financial assessment CASE for Children Mission and Goals of CASE CASE is a nationwide nonprofit organization that advocates in state and local courts for the best interests of abused and neglected children through the services of specially selected and trained community volunteers.These volunteers come from diverse cultural and ethnic backgrounds. The mission of the National Court Appointed Special Advocate Association (NCSA), together with its chartered state and local members, is to support and promote court appointed voluntary advocacy so hat every abused and neglected child can be safe, establish permanence and have the opportunity to thrive (Keeping our promise: National COCA'S strategic objectives). Every court In the united States reco gnizes that a CASE volunteer Is essential for a successful outcome for children . And [e]very child can thrive In the safe embrace of a loving family. † (Ibid. ). CASE trains and supports court approved volunteers to advocate for children who need representation in court proceedings in order to ensure that the best interest of these children are met quickly and efficiently. The ultimate goal of CASE is to make sure children affected by the court system secure a safe and permanent home.Ethical Considerations Related to Finance & Budgeting Within CASE COCA'S receives funding through a variety of sources including grants, local governments, fundraising events, and corporate and private donations. Sometimes 0 good intentions get the best of even the best-intentioned, and all the assumptions about goodness make for some easy marks, In terms of fraud (Jennings, M. , 2012, p. 559). â€Å"There's tremendous pressure on Charles today to Increase their revenues to meet expenses and gro wing public needs.Unfortunately, this can Influence some organizations to take financial risks because of potential rewards. † (Bennett M Bureaus, Ibid. ). Successful fundraising by regional CASE programs sponsored by the national organization is the primary source of its financial resources. Funding sources want assurance that they are being asked to support a carefully researched and well planned program that fills researched local community needs. Often with nonprofits, the problem is not fraud by the organization; it is fraud or misconduct or missteps within the organization Innings, 2012, p. 5). Whether because of inexperience, the need for flexibility in management, or, Just as with companies, the drive for success and results, there have been some ethical issues that have proven costly for nonprofit organizations (Ibid. ). Competition is stiff in raising funds for children's programs like CASE and founders want to know that they are not throwing money away on a program that will fail because of poor planning, lack of coordination or duplication of the efforts of other human service organizations. Technological Considerations for Improving the Efficiency & EffectivenessCASE can provide efficient and effective services to children involved in the court system through improved technological fundraising and outreach processes which will increase the sustain the viability of its finance and budgeting systems. â€Å"Cloud computing, also known as the cloud,' refers to applications, services, or software offered over the internet instead of requiring direct connections to a server. † (Boles, 2013, p. 70). Cloud technologies reduce the costs of services and the time it takes to communicate information among staff members, volunteers and donors via email and collaborative software (Ibid. The useful purpose of social media such as Faceable, Twitter, Linked, and Pinsetters will allow CASE to connect and interact with staffers, volunteers, donors, as w ell as affected children and their guardians (Ibid. ). Social media networks are increasingly important tools for nonprofits like CASE to raise awareness, conduct outreach and raise funds (Ibid. , up. 70, 71). Innovations such as cloud computing systems, social media and mobile technologies should be incorporated into COCA'S fundraising efforts in order to improve its quality of services and work processes. Applicable Laws, Regulations,Policies Impacting COCA'S Financial & Budget Operations All state and local CASE organizations formed under the national CASE association must file for exemption status under section 501 (c) of the Internal Revenue Code (Code) in order to receive tax-deductible charitable contributions and Form 990 annual tax returns of income and expenses even though they are exempt from income taxation under the Code (Internal Revenue Service, â€Å"Requirements for Exemption,† â€Å"Application for recognition of exemption,† â€Å"Exempt Organization s – Required Filings,† â€Å"Form 990 Resources,† and â€Å"Tools for Exempt Organizations†).Expected changes in auditing standards and Form 990 reporting for nonprofit organizations may require increased data gathering and raise the cost of audits. These changes are expected to have an impact on some CASE programs [and] National CASE recommends that member programs contact a tax professional or auditor for more information (whom. IRS. Org). Among these changes is the new Suite of Risk Assessment Audit Standards, CPA Statement on Auditing Standards Nose.National CASE regularly seeks ways to reduce costs for local chapters so that they can increase the number of children they serve and one of the areas CASE focuses n is insurance (NCSA). Pursuant to CASE standards, it is extremely important to have a well thought out risk management plan, including adequate insurance coverage to protect CASE staff, agency and the board (Ibid. ). Annual financial reviews are required of CASE programs with budgets of $50,000 or greater and annual audits are required for programs with budgets of over $200,000 (Ibid. . Searching for and purchasing cost-saving insurance coverage is an ongoing practice the CASE uses to keep expenses within its organization's budget. COCA'S policy in contractual practices stresses that unwritten contracts must be in rating. â€Å"Putting an agreement in writing serves several goals. First a written contract provides an indisputable, although not necessarily unambiguous, record of the agreement. The law gives great weight to written, signed documents †¦Second, the process of committing an agreement to writing forces both parties to be [clear] about the [terms] of the agreement. † (NCSA). Key elements for CASE service contracts terms should include scope of work, deadlines and duration, money, record keeping and reporting, rights to work products, liability protections, dispute resolution, legal implicate and contr acting process (Ibid. ). COCA'S internal policy covering essential terms to be included in written contracts it enters into saves the organization costs that would otherwise be expended to enforce service agreements.Evaluation of COCA'S Budget Process & Revenue Sources One of the great challenges facing CASE is to obtain the money required to launch the program and maintain its operations (NCSA). Who is going to pay for the CASE program implemented and used by the courts and the community leaders? (Ibid. ). COCA'S guidelines are found in its Manual, Section 1 – Planning a Quality Program, Chapter 6: Funding the Program, and includes how to develop the first budget, develop the right approach to fundraising, locating possible funding sources, locating federal funding, and locating National CASE resource development protocols (Ibid. . The first hurdle is to develop an expense budget by comparing what the actual costs of goods and services presently is for similar nonprofit orga nizations within in the chosen community the CASE chapter is to be located (Ibid). Budget expenses include personnel, equipment, volunteer support, facility, supplies, travel, telephone ND Internet service, administrative costs, staff training, and dues and publications (Ibid). After the type and amount of budget expenses are identified and estimated, an approach to fundraising must be established.Funding sources want assurance that they are being asked to support a carefully researched and well planned program that fits the community's needs (NCSA). Keys to successful fundraising are to â€Å"know who you are asking, know what you are asking for, and ask and ask again. † (Ibid. ) Common funding sources are â€Å"in-kind contributions† in the form of support such as he court, community service organizations, state bar associations, and law firms (Ibid. ).Examples of federal funding are available in the form of grants authorized by Congress specifically for the expansio n of CASE advocacy for abused and neglected children such as the National CASE Association of Grants Program, the Children's Act (Ibid. ). As with all nonprofit organizations, CASE strives to obtain and sustain an optimal funding mix of public and private support to secure its future (Ibid. ). In today's fragile economic climate, there is intense competition for both public and riveter funding support because of increased costs of doing business combined with recent curtailments in government funds.Therefore, to enhance its fundraising efforts, CASE uses several data collection surveys and evaluations to document and justify its performance. Internal Factors Impacting COCA'S Successful Strategic Financial Planning CASE has developed and implemented several internally generated data collection and evaluations of the quantity and quality of its services provided to children in order to assess its efforts and to ultimately improve its services (NCSA).COCA'S racketing and communications department collects, analyzes and publishes surveys such as yearly Recent Local Program Survey Reports, Performance Measurement, State Organization Survey Reports, and additional surveys such as Caliber Evaluation of CASE Representation Report, and Judges and Attorney Survey of Volunteer CASE/ GALS (Ibid. ). Another internal tool used by CASE is its CASE Effectiveness Manual (Manual) (Ibid. . The purpose of the Manual is to provide CASE programs with an easy to use system for tracking information necessary to evaluate the effectiveness of its state and local chapters' programs (Ibid. â€Å"Emphasis is placed on how to write and measure goals related to child-outcomes. The Manual includes easy to follow definitions, instructions, tracking forms and sample surveys. † (Ibid. ).CASE utilizes a system of fund accounting which measures accountability instead of profitability with the purpose of stewardship of financial resources received and expended in compliance with certain leg al requirements (NCSA). Financial reporting by CASE is directed at the public instead of investors and funds are established in order to ensure accountability and expenditure for designated purposes: restricted et assets versus unrestricted net assets (Ibid. ).Restricted assets can be classified as either temporary or permanently restricted assets (Ibid. ). A temporarily restricted net asset's use is restricted by the donor until a future event occurs (for example, CASE may have received a grant which terms are restricted to hiring a new volunteer supervisor), while a permanently restricted net asset includes assets that are controlled by outside parties as opposed to COCA'S control over the asset (for example, property donated to CASE as long as it is used in accordance with COCA'S mission and goals (Ibid. . Unrestricted net assets are funds whose assets have no external restriction as to use or purpose and can be expended for any purpose as long as they are spent in accordance wit h COCA'S mission and goals (Ibid. ). These internal tools assist CASE in its fundraising success by Justifying its costs in return for its effective performance of children's advocacy services.COCA'S Use of Cost-Benefit Analysis The National CASE Association surveys both the state organization and local programs to get an accurate reflection of the structure and operation of children advocacy programs across the country and, in 2013, the CASE network consisted of 51 organizations and local programs (The National CASE Association, 2013, p. 4). â€Å"The findings illustrated by these survey results are critically important to track the funding from diverse sources, and help The National CASE Association to better serve state and local organizations. (Ibid. ). Overview of COCA'S Cash Management and Investment Strategies As of December 31, 2013, COCA'S median total revenue was $134,790 and its median total expenses were $136,570 (â€Å"Annual Local Program Survey Report†, 2013, p. 11). The Annual Local Program Survey Report does not address COCA'S short and long term investment strategies. In total, CASE programs nationwide reported more than $300 million in revenue, more than half of which were received from public sources (Ibid. ).The median revenue and expenses of CASE tended to be fairly equal for the year ending 2013, with the median cost per volunteer being $3,170 and the median cost per child being $1 ,090 (Ibid. ). COCA'S expenses did not vary significantly from 2012 depending on the area served or the age of the program (Ibid. ). In 2013, over 80 percent of COCA'S programs reported a change in revenue with changes being fairly consistent across programs serving urban, rural and suburban mixed areas (Ibid. 13). Compared to COCA'S 2012 revenue, 34 percent of its programs reported a decrease in revenue, 49 percent reported an increase in revenue, and 17 percent of its programs reported no change in revenue (Ibid. P. 13). CASE experienced an increase of children served from 234,098 in 2012 to 238,527 in 2013, while at the same time seeing its number of volunteers fall below 2011 and 2012 levels, from over 77,000 to less than 75,000 (Ibid. ).The decrease in COCA'S volunteer staff is problematic in that CASE can anticipate not being able to provide the quantity and quality of services in order to accomplish its mission and goals. Assessment of COCA'S Overall Financial Condition Despite a 34 percent decrease in program revenues in 2013, CASE remains to have short term cash liquidity from the 49 percent reported increase in other programs' revenue, and a status quo of 17 percent of its programs who reported no change in revenue.CASE also appears to have the capacity to generate adequate revenues over sass's fiscal year budgetary period in order to satisfy expenditures without incurring a deficit. COCA'S service level has declined to a capacity that does not provide the laity and quantity of services rendered in years ending 2011 and 2012 due to the decrease in the number of its volunteers by 2,000. COCA'S Annual Local Program Survey Report 2013 does not address its short and long term investment strategy or outcome for the year ending 2013.The decrease in COCA'S volunteer staff is resulting adversely on the quantity and quality of its mission and goals. CASE should reallocate its short term fundraising resources into its long term efforts toward volunteer recruiting and training programs. This adjustment in short term goal funding will promote and advance the umber of volunteers required to sustain the longevity of the service provided by CASE 2011 and 2012. References Boles, B. (2013). Technology role in the nonprofit sector: increasing organizational effectiveness and efficiency through technology innovations.

Bill French Case Essay

1. What are the assumptions implicit in Bill French’s determination of his company’s break-even point? * He has assumed that there is just one breakeven point for the firm (by taking the average of the 3 products). * He has also assumed that the sales mix will remain constant. Total revenue and total expenses behave in a linear manner over the relevant range. * Since the capacity is being expanded to increase production of Product C, it could be assumed that this increase should be allocated to this product. Production of Product A is to be scaled down, but its level of fixed costs has been assumed to be unchanged. * Constant dividends are paid out to the company’s stockholders. * Labor union will not significantly affect cost structure. No substantial changes in product prices. 2. On the basis of French’s revised information, what does next year look like? a. What is the break-even point? The break even unit for the aggregate production is 1,035,686 units. Calculation of the break even points using the new estimates: Breakeven points have been calculated using the formula: Breakeven number of units = Fixed costs / Contribution margin per unit, where Contribution margin per unit = Selling price – Variable cost per unit b. What level of operations must be achieved to pay the extra dividend, ignoring union demands? To pay the extra dividend of 50% and to retain the profit of 150,000 we need to have the profit after taxes as 600,000. As half of the revenues go to the government as taxes therefore the total revenues before tax deduction should be equal to 1,200,000. c. What level of operations must be achieved to meet union demands, ignoring bonus dividends? d. What level of operations must be achieved to meet both union demands & bonus dividends? 3. Can the break-even analysis help the company decide whether to alter the existing product emphasis? What can the company afford to invest for additional â€Å"C† capacity? Break even analysis can be used to decide whether to alter the existing product emphasis or not. In this case, based from previous year’s data, it is not feasible to manufacture product C at 2.40 / unit. Below table provides checking whether the company can afford to invest in additional C capacity. 4. Calculate each of the three products’ break even points using Exhibit 3. Why is the sum of these three volumes not equal to the 1,100,000 unit’s aggregate break-even volume? The sum of three break even volumes does not equate the aggregate break even volume because of varying fixed costs. It is illustrated in the below table: Question 5: Is this type of analysis of any value? For what can it be used? Break-Even analysis explains the relationship between cost, production, volume and returns. It can be extended to show how changes in fixed cost, variable cost, commodity prices, revenue will affect profit levels and break even points. Break even analysis is most useful when used with partial budgeting, capital budgeting techniques. The break even analysis helps understand and formulate the relationship between costs (fixed and variable), output and profit. The technique can be used to set sales targets and/or prices to generate target profits. In a wide product range, the analysis helps to find out which products are performing well and which are leading to losses .It is also versatile enough to include items like donations, wage increases, etc. that directly or indirectly affect costs.

When You Need Bigger Content Results With Unbounces Jennifer Pepper

When You Need Bigger Content Results With Unbounces Jennifer Pepper Content marketing is easy, right?! You just find a keyword, write a list post, rank #1 on Google, get tons of traffic, and crush your goals. It should be that easy, but the future of successful content marketing is changing. Now, the goal is to influence profitable customer action. Today, we’re talking to Jennifer Pepper, the marketing manager for content creation at Unbounce. She shares why it is more important than ever before to go beyond lifestyle or listicle content, to publish content that solves for intent, and to connect the dots for between your audience’s pain and your product offering. At Unbounce, Jennifer manages the production of content marketing initiatives and helps develop content strategy for the company’s marketing goals. Unbounce started blogging as a company before it even had a product. It started blogging to validate whether the problem it was trying to solve for marketers actually existed. The problem: Do people need to find a way to build dedicated landing pages without a developer or IT? Yes! Unbounce discovered that content and blogging was a great way to build a following by conveying authority and speaking in a way that resonated with marketers. Years ago, you could write content that stood out and drove traffic. However, rather than simply focusing on lifestyle, you needed to have a correlation between a product and lifestyle or journey to convert to sales. Many marketers realize that having so many channels, such as a blog, podcast, and ebooks, eventually do not produce results despite tons of effort. You need to create content that solves for intent and what the customer wants and needs. Unbounce centers on problem focus first vs. bringing a solution right away. What is the problem marketers are trying to solve? How do you meet them on the other end with the best answer on the Internet? By blogging first, Unbounce was able to help serve product development and validate assumptions through content. The process of connecting lifestyle to a core product involves what’s going to be the next growth channel in terms of content and focusing on fundamental questions and core problems. Learn to optimize the content you create. How do you know when it is time to pivot and change? At Unbounce, it reviewed net new traffic to a content channel and whether content attracted people and pushed them to a new trial start.   Ã‚   There was content that was driving traffic, but it was old. And the traffic was dipping because it was not ranking anymore. Do you invest further in a channel that is flatlining? Or, how do you go back to that content and refresh it to attract traffic and rank again? Keep cornerstone content fresh and relevant and at the top of search results. Does it still answer the core question? Would you click it from a search engine results page (SERP)? If not, make changes to the content. On the Web page, how quickly does it get to the core answer? If not fast enough, revise the content. Is the best experience on the Internet for this particular question best suited to a blog post or an online experience? Conduct keyword research to discover the intent of what people are looking for and refresh the content. Also, find and use synonyms that relate to your product and business. Unbounce uses a few tools that are handy to find relevant synonyms and conduct keyword research: Ahrefs and SEObook. It is important to pivot from lifestyle content to optimize for product intent because of how people are interacting with the Internet. Reach the right customers in the right ways to save time and money. Jennifer focuses on the customer journey through curriculums marketing as a form of education and way to nurture prospects into customers. It is about creating content that ranks through keyword research and curriculum through grouping keywords by intent. To put a curriculum together, ask yourself the following questions: What’s the best way to show this information online? What are customers hoping to find? Map out and determine calls to action for the customer’s journey.    Mature content by analyzing traffic drops on posts that used to perform well. Go back to the content to identify its intent and whether the content needs to be refreshed or offer something new. Perform keyword research to cover fundamentals. Are they the best experience on the Internet? ’s CEO and Founder Garrett Moon just published a book titled, 10X Marketing Formula, which discusses the content core what you do and what you talk about to create content that gains customers.    Links: Jennifer Pepper Unbounce Oli Gardner Rand Fishkin How to Diagnose SEO Traffic Drops Ahrefs and SEObook 10X Marketing Formula AMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Jennifer: â€Å"We were always creating more instead of looking to better merchandise messages and content that we’d already perfected and produced.† â€Å"Ask yourself have we covered the fundamentals, and second to that are they the best experience on the internet for those things? † â€Å"We started blogging as a company before we even had a productas a way of validating early on if the problem we were trying to solve for marketers actually existed.†

SAT Score Comparison for SUNY Campuses

SAT Score Comparison for SUNY Campuses When applying to colleges within the State Universities of New York (SUNY) system, good SAT or ACT scores  are crucial. However, it may not be clear what scores count as good, especially when it comes to applying to state schools like those in the SUNY system as opposed to colleges in  the Ivy League  or  top liberal arts colleges. Fast Facts: SUNY SAT Scores Binghamton University has the highest average SAT scores in the SUNY system; Buffalo State University has the lowest.Fashion Institute of Technology, Purchase College, and SUNY Potsdam have test-optional admissions.The majority of SUNY students earned SAT scores that are above the national average. Comparison of SAT Scores for SUNY Students If youre wondering if you have the SAT scores youll need to get into one of the four-year SUNY colleges and universities, heres a side-by-side comparison of scores for the middle 50% of enrolled students. If your scores fall within or above these ranges, youre on target for admission to one of these public universities in New York State. SUNY SAT Score Comparison (mid 50%) School ERW 25% ERW 75% Math 25% Math 75% Albany 550 630 550 630 Alfred State 470 580 480 590 Binghamton 650 710 660 730 Brockport 510 590 510 590 Buffalo 570 650 590 680 Buffalo State 400 510 460 530 Cobleskill 430 550 430 540 Cortland 530 600 530 600 Env. Science/Forestry 560 660 560 650 Farmingdale 500 580 510 580 Fashion Institute - - - - Fredonia 490 590 480 580 Geneseo 560 650 560 650 Maritime College 535 620 540 640 Morrisville 430 520 420 520 New Paltz 550 640 540 630 Old Westbury 480 553 470 500 Oneonta 460 590 450 590 Oswego 540 620 530 620 Plattsburgh 540 620 510 610 Polytechnic 490 660 510 690 Potsdam - - - - Purchase 550 650 510 620 Stony Brook 600 680 630 740 ERW=Evidence-Based Reading and Writing As an example of what these numbers mean, the middle 50% of students who entered SUNY Albany had an SAT evidence-based reading score between 550 and 630. This tells us that 25% scored a 550 or lower, and the top 25% scored a 630 or higher. Similarly, the middle 50% of students scored between a 550 and 630 on the math section. This means that 25% scored a 550 or lower, and at the upper end, 25% scored a 630 or higher. SUNY and Holistic Admissions Although SAT and ACT are important, they are not the only factors the admissions folks will use when determining whether or not a student will be accepted to a SUNY campus. In fact, some of the SUNY schools like Potsdam do not even require applicants to submit their scores at all. These test-optional universities recognize the limits and biases linked to standardized tests, and they instead evaluate students based their academic records and holistic measures. For nearly all SUNY programs, a strong academic record will be the most important part of your application. The admissions folks will want to see that you have earned high grades in challenging college preparatory classes. IB, Advanced Placement, and dual enrollment classes can all play an important role on this front, for success in challenging courses is the best predictor of an applicants potential for college success. Numerical data, however, is just one part of the SUNY application. The admissions officers will also want to see a winning essay, meaningful extracurricular activities and good letters of recommendation. Fine art and performing art applicants are likely going to need to submit a portfolio or audition, and other specialized programs may have additional application requirements. In general the SUNY schools do not require SAT Subject Tests or the optional writing sections of the SAT or ACT, but be sure to check the specific requirements for the school and program to which you are applying. Also, requirements can be different for international and home-schooled students. Data Source: National Center for Education Statistics

How to Self-Study for AP Exams 7-Step Plan

How to Self-Study for AP Exams 7-Step Plan SAT / ACT Prep Online Guides and Tips AP self-study is when you study for an AP exam on your own and then take the AP test without taking the class. This is possible because the College Board does not actually require you to take the class associated with a given AP exam to take the test! You might be asking yourself: why do people self-study? Is self-studying right for me?Then, once you've decided to self-study, and you’ve chosen the AP exam you want to study for, you may find yourself wondering how to go about preparing for the test on your own. Where should you start? What do you need to cover? What materials should you use? Never fear, intrepid self-studiers! My seven-step approach to self-studying, from deciding if self-studying is right for you to taking the exam, will explain exactly how to self-study for an AP testand help you tackle the task ahead of you in a way that is manageable, makes sense, and prepares you for the exam. Onward and upwards! Step 1: Decide If Self-Studying Is Something You Should Do Before we get into how to self-study, make sure it's the right approach for you. You might self-study for a variety of reasons: your schedule doesn’t allow you to take an AP course when it’s offered at your school, your school doesn’t offer an AP course in a subject you want to study, you have a pre-existing knowledge base in a subject (like a foreign language you speak at home), and so on. Some students also self-study for an AP exam while they are taking the non-AP version of a course. For example, you might self-study for AP Biology while you are taking Honors Biology and just supplement what you learn in class with the extra material that’s covered on the AP exam. These are all valid reasons to self-study. When you do decide whether or not to self-study, you’ll need to consider how self-motivated you are, how much time you actually have to do extra studying outside of class, and how difficult the exam you want to take is. In general, you’ll want to self-study for an AP exam that is limited in scope, not too conceptual (so no Calculus!), and that you are interested in. Some popular self-study choices include AP Environmental Science, AP Human Geography, and AP Psychology. For further info on self-study, as well as a guide to deciding whether or not to self-study, you can see my introduction to AP self-study.To help you choose a self-study exam, you can also see my list of Best APs to Self-Study. Step 2: Figure Out What You Need to Learn I’m assuming you have a general idea of what your chosen self-study exam is about, or you wouldn’t have picked it. But you need more than that to prepare- you need specific, actionable knowledge on exactly what the test is going to cover. Exactly what you personally need to cover will depend a lot on where you are starting from. If you already have a basic proficiency in the skill or subject, you will not need to cover the material as comprehensively as you will if you are starting from scratch. Similarly, if you are going to self-study for an AP while you are in the Honors (or other non-AP) version of the class, you will only need to cover the material that won’t be taughtin the classroom. No matter your situation, though, you will need to compare what you know with what you are required to know for the exam. So you’ll need a complete list of all of the core competencies necessary for the AP test. For this, you will want to turn to your trusty College Board website.The first thing you’ll want to look at is the â€Å"AP Course and Exam Description† for the course you are self-studying. Find this document on the main course page which you can access from the College Board’s AP Student list of AP courses.This document will include a comprehensive description of the skills and content areas you need to know for the exam. (Note: for courses that haven’t been revised for a long time, the document will just be called â€Å"AP Course Description.†) Examine this document closely; take separate notes on what things you still need to learn based on the course description.If you have preexisting knowledge in the subject, you should also note content areas listed in the description that you already have a handle on and things that you sort of know but might be shaky on. If you are self-studying concurrently with a non-AP class, it will help you a lot to have a copy of the syllabus for your non-AP course. This will letyou see what the examcovers but your class doesn't,andthose are going to be the areas to focus on. You should also look at the teacher resources on the AP course audit page for the course you are self-studying. There, you’ll be able to look at sample syllabi for the course. This may help you clarify some of the competencies in the course description if you aren’t sure exactly what they mean. You can also see textbook recommendations from the College Board on this page. Essentially, you’ll use the College Board’s resources to develop your own document describing what you need to learn before the exam. It doesn’t quite have to be a syllabus, but that’s more or less how it will function for you- it will help you keep track of what you’ve learned and what you still need to cover. This can be a working document- if you realize during the course of your prep that there’s a topic area you missed, or one that doesn’t seem particularly relevant for the exam after all, feel free to change stuff around! This is just how you’ll establish a starting point for your preparation. On your mark, get set, prep! Step 3: Make a Schedule and Stick to It! Once you’ve gotten a working document of what you need to cover for the test, divide it up into a schedule. Again, some topics may end up taking you a little longer than you thought, and some may take less time. This is fine, just so long as you keep a steady pace and don’t fall way behind in your schedule. In addition to having an overall schedule - cover topic X for two weeks, Y for three weeks- make a schedule of when you are going to sit down and prepare every week. Having consistent times each week that you set aside for self-study prep will keep you on track and make it easier to get through the material. To that end, you may also want to decide on a specific place where you’re going to study: your kitchen table, the library, your grandma’s back porch- wherever, but a consistent place where you can work free of distractions will make preparation feel more routine and keep you motivated. Step 4: Find and Use a Variety of Study Resources Once you’ve drawn up a rough schedule, you’ll need to figure out how you’re going to learn the material: what resources will you use? I recommend using a variety of resources. Processing the information multiple ways and in multiple formats will help you retain it and keep the studying process interesting (well, as interesting as it can be). That said, do be aware of how you learn best- if you aren’t an auditory learner, for example, podcasts won’t be a particularly useful study tool for you. Here are four kinds of study resources you might consider. Textbooks A good textbook is, in truth, the most important item in your arsenal for most AP exams. It’s your one-stop learning shop that will help you learn the material, structure your preparation, and try outreview questions. So, it’s critical that you choose a good one (or good ones! There’s no rule that you can’t use more than one textbook to prepare). Here are some ideas for finding good textbooks: Check the College Board’s list of textbook recommendations onthe AP course audit page for your exam. If you’re self-studying for an AP course that is actually offered at your school, you might see what textbook is used for the course. Ask students what they think of it and if they find it helpful. Read reviews of any textbook you are thinking about purchasing (or getting from the library). Pay special attention to whether or not students felt it prepared them for the exam. You can also see our textbook recommendations for AP US History, AP Biology, AP Chemistry, and AP Psychology. Review Books A good review book is probably the second-most important resource a self-studier can have, after a good textbook. It isn’t necessarily the best way to learn the material in a comprehensive fashion, but a lucid, exam-focused prep book will help you review everything that’s most important to remember for the test. As the day of your exam draws closer, review books will help ensure all the knowledge you learned by self-studying stays in your head. To find a good prep book, read reviews! We have recommendations for AP US History, AP Biology, AP Human Geography, and AP Psychology, but you can also look on Amazon, College Confidential, and elsewhere for reviews. The Princeton Review and Barron’s are two generally well-regarded AP review book sources, but making sure you’re getting the best book for the specific course you are studying is important. Don't do this to your books if you got them from the library, please. Online Content Providers and MOOCs You will probably get the real meat of your self-study material from your trusty textbook(s) and review book(s), but there are other, supplemental resources that can help you learn and review AP concepts. Online lecture videos and MOOCs (Massive Open Online Courses) are an excellent example of a supplementary resource you might use for self-study. Massive Open Online Courses are online classes created by educational institutions to make their educational resources accessible to a broader audience. They generally involve lecture videos; some also have additional material like practice exercises and assessments. Many of them are free! You can use online lecture videos and MOOCs to learn all kinds of material. Some will have a more general, topical focus that is not AP-specific; others are specifically for learning AP material and review. Even AP-specific MOOCs are generally not accredited by the College Board (i.e. they do not have the College Board’s official seal of approval, like an AP class at your high school). This just means that you should stick to the most reputable providers and look for reviews from other self-studiers if you can find them. (You might try to College Confidential forums or the Reddit AP pages.) Some of the best online content and MOOC providers: Khan Academyoffers tons of free educational modules on a huge variety of topics covered by AP exams. In addition to awesome video lessons, they have helpful quizzes to check your skills. You can also find most of their videos on their YouTube channel. EdX, founded by Harvard and MIT, has tons of free MOOC modules applicable to the AP, including some specifically targeted to AP exams. Coursera also offers tons of relevant MOOCs from a variety of colleges and universities. Podcasts and YouTube Videos Podcasts and YouTube videos are another great supplemental resource for learning about specific topics and concepts. You can find channels on everything from WWII History to astronomy to foreign language learning- definitely poke around to see what might be useful! To give you a head-start, here are some helpful resources you might want to check out, sorted by topic: General (Little Bit of Everything) TedEd - a YouTube channel from the people who bring you Ted Talks. Videos on all kinds of subjects that could be useful for your AP exam. Science The Sci Show - This YouTube channel explains all kinds of scientific phenomena. Probably of specific interest to AP Bio self-studiers, as there are lots of explanations of biological processes (and answers to some very important questions, like whether or not you have to give up bacon.) The Naked Scientists - a podcast covering all kinds of science topics. Useful for self-studying any science AP. (But please don’t self-study AP chemistry or AP physics! I’m very serious! See my list of best AP classes to self-study if you don’t believe me). History Biography channel - Their YouTube channel offers tons of â€Å"mini-biography† videos for notable historical figures. A good way to learn some key points about the major players in your history textbook. APUSH review by Adam Norris - a YouTube channel about, you guessed it, reviewing AP US History. He also has videos on AP Government. The Podcast History of Our World - A podcast series focusing on world history. Most of the current episodes cover ancient history (so, periods 1 and 2 for the AP World History exam). The History Chicks - A podcast by women about notable women from history. Mostly Euro-centric. English Grammar Girl - A podcast with super-short episodes ongrammar and writing tips. If there’s a particular idiom or grammatical rule that trips you up, this is a great resource! Foreign Language Audiria - A podcast site specifically for Spanish-language learners. You can pick podcasts by difficulty level and topic. How cool is that? An early podcaster in his native element. Step 5: Take Notes and Self-Assess While you’re consuming all of your top-quality study resources- reading your textbook, watching your Khan Academy videos, perusing your review book- it’s very important that you interact with the material. That means take notes! I know; taking notes is boring and not fun. But you will use your self-study time more efficiently if you take good notes that you can refer back to later. This way, when it’s time to review everything you’ve learned, you’ll have an easy, comprehensive resource to look at. You don’t have to take regular outline-based notes if you don’t want to. You could draw out a mind map or make flashcards for the content you learn instead. (In fact, I highly recommend making flashcards at some point for content-heavy courses like AP Biology or the history APs.) The important thing is that you are making a record of the significant information as you learn it, to help you retain it and to help you review. On a similar note, it’s also important that you occasionally test yourself to make sure you are actually learning the material. Your trusty textbook probably has practice problems at the end of each chapter you can complete. As you learn more material, you’ll probably want to use AP practice tests to make sure you’re really getting at the essential knowledge for the test (see step sevenfor more on AP practice exams). Step 6: Register for the Test! This is an essential step that you will need to complete in early March. If your school offers AP courses, you’ll need to talk to your school’s AP exam coordinator (probably a guidance counselor) about ordering the exam for you. If your school doesn’t offer AP courses, you will need to call AP Services (domestic number 888-225-5427) by March 1 to get the information for schools in your area that will test outside students. You will then need to get in touch with the school the College Board directs you to by March 15. You can see complete instructions for registering for the test here, including registering for an exam your school doesn’t offer. Registering will set you back $92. If you qualify for financial assistance from the College Board, you’ll get a $30 discount. You should also remember to make arrangements with your regular teachers since you’ll be missing class the day of your exam. Not much else to say here except that if you forget to complete this step, all your prep time will be for naught! Step 7: Exam Prep and Review When the exam starts to draw closer- I would say around the midpoint of your designated study time- you’ll want to start reviewing material you already covered and prepping for the exam format. This is when you’ll want to bust out your notes/flashcards, your review book(s), and your practice tests. See my article on finding the best AP practice tests for tips on how to find top-quality practice resources. Practice AP tests will help familiarize you with the exam formatand let you know how to adjust your studying and what to focus on going forward. If you keep missing questions about the Enlightenment even though you already covered it, you’ll know to go back and review that some more. In terms of how many practice tests you should complete, that’s somewhat dependent on how much time you’ve allotted for self-study, but somewhere in the three-five rangewill work for most students. You may do more individual free-response or short-answer practice questions than that, but in terms of complete practice tests, three to five should be sufficient. You should plan to wrap up learning new content a few weeks to a month before the exam so you can dedicate the last few weeks solely to reviewing content and practicing. This will help you make sure that everything is polished and ready, and you aren’t scrambling to cram information on the Civil Rights Movement into your head the night before the test. Once you’re all prepped, all that’s left is to take the test! Be sure to do all the usual test-taking best practices like getting a good night’s sleep and packing everything you need the night before, and then go rock that thing! Rock it like this stack of rocks! Staying Motivated While Self-Studying Even with a solid study plan, it can be hard to stay motivated when you are taking on a pretty big project like studying for an AP exam on your own. So here are three tips for keeping on task when you self-study: #1: Build in Rewards If you can think of a reward to give yourself every time you complete a scheduled study session and for milestones in your self-studying process, you’ll have an easier time staying on track. Maybe you’ll watch an episode of your favorite show to close out every study session or bake cookies every time you finish out a topic area. The key is to save that reward for studying- so no binge-watching your show outside of study sessions or baking cookies for no reason! That way you’ll keep the reward tied to your progress. #2: Recruit a Study Buddy If you know someone else who is self-studying, study together! It doesn’t even have to be the same AP just so long as you are consistently meeting. This will help ensure that you show up for study sessions. Make a pact to help keep each other on track, though- don’t fall into thehabitof goofing off together during your study times instead! #3: Be Accountable to Someone Even if you don’t have a dedicated study buddy, you can still make yourself accountable to someone else- a parent, friend, or other trusted person in your life. Tell them your study schedule and ask them to help you enforce it. If you can get them to text or call you when it’s time for you to start studying and ask you about your progress throughout the year, it will help you keep on task. There’s nothing like knowing someone else expects you to get something done to help you push through! I'm accountable to this donut...for eating it. Key Takeaways You’ll find self-studying much easier if you’re armed with a plan. Here are my six steps to self-study success: Figure out what you need to learn. Make a schedule. Find a variety of high-quality materials. Take notes and self-assess as you learn. Register for the test. Prep for the exam and review what you’ve learned! Even with a plan, it can be hard to stay motivated. Some strategies that might work for you include: Reward yourself for getting work done. Find someone to study with! Be accountable to someone else. Now you know how to self-study for an AP exam. If you follow these steps and put in the work, you’ll be sure to hit your target score! What's Next? If you want to know all of your AP course and exam options, we have a complete list. Thinking about online AP courses as an alternative to self-study? See my introduction to online AP courses and reviews of the best online AP class options. Be sure to check out our guide to the redesigned SATto see what's been changed. You might also think about taking the ACT instead. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

You can choose the title Essay Example | Topics and Well Written Essays - 750 words

You can choose the title - Essay Example re the ones that develop such simulations, the simulation is usually influenced by the knowledge and biasness of the designers which may lead to difficulties in learning. It has been observed that designers are the ones that are provided with frequent opportunities to learn rather than the users. By making constant change in the simulation, the designer may be able to understand the requirement and will eventually lead to the increase of their skills and experience. For a designer to develop a simulation can become quite easy if the designer have sufficient knowledge regarding the simulation along with the experience to understand the complexity and realism so that the objectives of the simulation could be met cost effectively. The designer must take into consideration that simulation should not be too simplified that it may disrupt the learning process of the students. On the other hand, experiential learning is an active learning process as it focuses on the theme ‘learning by doing’. Since this is an ongoing process, it requires constant facilitation through coaching and support along with personal interest to participate in the process. By such support, the learner may be provided with an opportunity to identify the reasons for failure through feedback by the expert couching the learner. For a business game simulation to be successful, motivation is required among participants. In order to motive the participants, certain theories were proposed. The theories proposed included goal setting theory, Maslow’s need theory, and Herzberg theory along with other theories of motivation. For an effective learning process, time is the most important factor for achieving the goals and objectives of learning. For the goals and objectives of the students to be accomplished, feedbacks and debriefings from the facilitator or expert is crucial as based on such feedbacks, participants become motivated and self-satisfied with the environment for learning. In order to

Geometry proj2 Essay Example | Topics and Well Written Essays - 1000 words

Geometry proj2 - Essay Example be used to find the area of a parallelogram since the rectangle has been obtained by translating a triangular section of the parallelogram without loss of area thereby maintaining the base length and height. 4. How do the base and height of the parallelogram compare to the base and height of the original triangle? Write an expression for the height of the parallelogram in terms of the height, h, of the triangle. 10. Show how you can find an area formula for a kite using a reflection. (hint: Reflect half of the kite across its line of symmetry d1 by folding the kite along d1. How is the area of the triangle formed related to the area of the kite) 2. A company sells cornmeal and barley in cylindrical containers. The diameter of the base of the 6-in-high cornmeal container is 4 in. The diameter of the base of the 4-in-high barley container is 6 in. Which container has the greater surface area? Which container has the greater volume? 3. The roof of a 50 ft circular building is shaped like a cone with a diameter of 40 ft and height 20 ft. What is the surface area of the building and roof together? What is the volume of building and roof together? (5 points) 5. On Sept. 3, 1970, a hailstone with diameter of 5.6 in fell at Coffeyville, KS. It weighed about 0.018 lb/in.3 compared to the normal 0.033 lb/in.3 for ice. About how heavy was this Kansas hailstone? (5 points) 7. Two storage bins are built in the form of rectangular prisms, and the two bins are similar. One stores wheat at a cost of $.15 per bushel, and the other stores corn at a cost of $.20 per bushel. The bin storing the wheat has a square base 80 ft on a side and is 120 ft tall. If the cost of storing the wheat is $8000, and the cost of storing the corn is $36,000, find the height and the length to the nearest whole number of a side of the base of the bin storing corn. (2 points) 9. Two similar cylinders contain juice. The first cylinder has radius 6 in and height 10 in., contains orange

Judaism and the Jews in New York Term Paper Example | Topics and Well Written Essays - 1500 words

Judaism and the Jews in New York - Term Paper Example American Jews are American citizens having Jewish faith and Jewish ethnicity and whose origin also is from other countries. A wide range of Jewish cultural traditions and a full spectrum of Jewish religious observance are apparent in the Jewish community of America. The Jews of America live overwhelmingly in the suburbs of the largest American cities. The American Jews by every measure constitute to be one of the highest socio economic groups of the United states and they share almost all the characteristics of the upper middle class urban Americans. Depending on demographic studies and religious definitions, the United States is home to the world’s second largest Jewish community. This paper in particular intends to describe Jews in New York and their religion ‘Judaism’. Who is a Jew? The Jews represent a group of people having some unique characteristics rather than a distinct race or ethnic group. Although the Jews originally came from the Middle East, many a n umber of races and people have joined together in Jewish communities over the centuries, especially after Jews were forced out of Palestine in the second century A.D. In America, they engaged in marriages with Christians and formed a mixed community. It is evidently, a common Jewish heritage that passed down from generation to generation that binds the group together. And for the Jews in New York also, the binding element is their religion. Although most often, Judaism is used as a term referring to the Jewish religion, sometimes it is used to refer to all Jews. In other words, one does not have to be religious to be Jewish. In general, one is Jewish if one is born of a Jewish mother or converted to Judaism. Unlike Christians, they are still waiting for the arrival of a Savior who would integrate all the Jews who have been scattered and gone astray. Advent of Jews to America There is no unanimous opinion among the historians as to when the first Jews came to America. Although many b elieve that Jews reached America in the ancient period either when they were attacked by aliens or when they faced persecution from the Christians, no solid evidences are available to prove this argument. As Adler and Huhner point out, still it is believed that the first Jews came to North America in 1654 and settled in the Dutch colony of New Amsterdam which was later renamed as New York. Most of those who came were refugees from Recife, a Dutch colony in Brazil. It was when the Portuguese attacked the colony the Jews left Recife and headed to Holland. But as they ran out of money they were forced to settle at the Dutch colony of North America (Adler and Huhner). The newly came people were granted permission to inhabit in the American soil and to practice their religion and customs and this marked the beginning of a new community and religion in the land of America. The migrant Jews assimilated into the culture of Native Americans in all aspects of life. In other words, they had to imbibe the basic characteristics of the American community as forming distinctiveness was not possible challenging the customs of the natives. All together, the modern Jewish culture in America embodies an international culture of secular communities of Jewish people and the indigenous practices of the natives. Jews continued migrating to America on realizing it was a secure place for them. During the middle decades of the 19th century, there were considerable