The Boy in the Striped Pajamas: Book and Film :: The Boy in the Striped Pajamas, John Boyne

The book The Boy in the Striped Pajamas, by John Boyne is about a little youngster, Bruno, whose father is a trooper in the German armed force during WWII. Bruno lives with his folks and his more established sister, Gretel. They live in a five story house in Berlin. He goes to class and has three closest companions that he goes on undertakings with. One day he gets back home to discover their servant pressing his things. They move to a three story house in Germany since his father was elevated and should be nearer to his work. Bruno is getting truly irritated that he can no longer observe his companions or his grandparents. He is stuck in his home and can’t investigate as much as he might want in light of the fact that there is nobody to investigate with. He sees something out his window one day, an enormous fenced in territory with negligible spots moving. He asks his sister and house keeper Maria what they are nevertheless they don’t know. He chooses one day that he will investigate the fenced in region, so he leaves when nobody is looking and investigates it for around two hours strolling all over the fence searching for something. At last he runs over I kid about a similar size of him so he goes up and converses with him. The boy’s name is Shmuel and they are a similar age. Bruno discovers that he is stuck behind the fence and has nothing to wear except for the striped night wear. Bruno doesn’t comprehend why he is there yet is told how terrible it is behind the fence. One day when Shmuel gets sent to sparkle glasses at his home him and Bruno begin talking. A fighter see them and Bruno revealed to him he didn’t know what his identity was, and the warrior beats the kid, Bruno feels awful and need to make it up to Shmuel. Bruno needs to comprehend why the life behind the fence is so dreadful and why Shmuel isn’t glad. Bruno thinks it’s worse, yet intriguing in light of the fact that there are different children to play with. They structure a solid bond that can't be broken by anything and it causes him to understand that his companions in Berlin weren't as exceptional as Shmuel is and their kinship. The two young men have been talking and have been companions for about a year and conclude that Bruno needs to go on the opposite side of the fence to perceive what its like and assist him with discovering his daddy.

Free Essays on Ivanhoe

IVANHOE TEACHES US A LESSON IN CHIVALRY In everybody’s life, there is something that causes the person in question to make progress toward progress. That something can be cash, a huge other, acclaim or numerous different impetuses. To the medieval knights, triumph prestige and magnificence are the desire they make progress toward. Overstepping a law in this code would be viewed as a disrespect, and would bring a shame more terrible than death itself. In any case, by applying the Code of Chivalry, the knights in medieval time showed certain character attributes that would make sure about progress and respect in both fight and ethical quality. In the book Ivanhoe, by Sir Walter Scott, a knight named Wilfred of Ivanhoe delineates this by giving his regard for keeping the guidelines of the Code of Chivalry, which comprised of adoration for experience, respectability and dependability to the ruler, to give some examples. These character characteristics of Ivanhoe combined with solid characters and a sensible setting perm it the peruser to comprehend the significance of a solid arrangement of good rules to all people of all occasions regardless of Sir Scott’s inordinate detail and confounding subplot. Regard and dependability are two of the character qualities that Ivanhoe has as well as causes the peruser to see their significance for a fruitful life. For instance, in the absolute starting point of the book Ivanhoe is known as the Disinherited Knight since his dad, Cedric the Saxon, excludes him; be that as it may, despite the fact that he is deserted, he despite everything regards his dad and is faithful to him. His regard is appeared in the book when the palace consumes and somebody asks his dad whether destruction is obvious. Cedric reacts by saying, â€Å"Not in this way, by the spirit of Hereward.† He at that point reprimands his Ivanhoe’s convictions. Rather than blowing up with Cedric, Ivanhoe shows regard, forgets about the remarks, and has an effective existence subsequently. This is a generally excellent guide to today’s peruser that originates from ages of kids having relationship prob... Free Essays on Ivanhoe Free Essays on Ivanhoe IVANHOE TEACHES US A LESSON IN CHIVALRY In everybody’s life, there is something that causes the person in question to make progress toward progress. That something can be cash, a critical other, popularity or numerous different motivating forces. To the medieval knights, triumph prestige and greatness are the aspirations they take a stab at. Overstepping a law in this code would be viewed as a disfavor, and would bring a shame more awful than death itself. In any case, by applying the Code of Chivalry, the knights in medieval time showed certain character attributes that would make sure about progress and respect in both fight and ethical quality. In the book Ivanhoe, by Sir Walter Scott, a knight named Wilfred of Ivanhoe shows this by dedicating his consideration regarding keeping the principles of the Code of Chivalry, which comprised of adoration for experience, respectability and devotion to the lord, to give some examples. These character characteristics of Ivanhoe combined with solid characters and a practical setting permit the peruser to comprehend the significance of a solid arrangement of good rules to all people of all occasions disregarding Sir Scott’s over the top detail and confounding subplot. Regard and reliability are two of the character attributes that Ivanhoe has as well as causes the peruser to see their significance for a fruitful life. For instance, in the absolute starting point of the book Ivanhoe is known as the Disinherited Knight since his dad, Cedric the Saxon, excludes him; be that as it may, despite the fact that he is relinquished, he despite everything regards his dad and is faithful to him. His regard is appeared in the book when the mansion consumes and somebody asks his dad whether annihilation is obvious. Cedric reacts by saying, â€Å"Not along these lines, by the spirit of Hereward.† He at that point condemns his Ivanhoe’s convictions. Rather than blowing up with Cedric, Ivanhoe shows regard, gets over the remarks, and has a fruitful existence thus. This is a generally excellent guide to today’s peruser that originates from ages of youngsters having relationship prob...

Blog Archive GMAT Impact Complete the Passage Critical Reasoning Arguments

Blog Archive GMAT Impact “Complete the Passage” Critical Reasoning Arguments With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you run across any “fill in the blank” Critical Reasoning (CR) questions yet? These arguments end with a long, straight line, and we are supposed to pick an answer choice that fills in that blank. Try this example from the free question set that comes with GMATPrep: Which of the following best completes the passage below? People buy prestige when they buy a premium product. They want to be associated with something special. Mass-marketing techniques and price reduction strategies should not be used because ________________. (A) affluent purchasers currently represent a shrinking portion of the population of all purchasers (B) continued sales depend directly on the maintenance of an aura of exclusivity (C) purchasers of premium products are concerned with the quality as well as with the price of the products (D) expansion of the market niche to include a broader spectrum of consumers will increase profits (E) manufacturing a premium brand is not necessarily more costly than manufacturing a standard brand of the same product Officially, these are called “Complete the Passage” arguments. The interesting tidbit: they are NOT a separate question type! These questions fall into one of the same categories you have been studying all along; the format is just presented in this “fill in the blank” format. Most of the time, these are actually Strengthen questions. Every now and then, you will encounter a Find the Assumption question in this format. The real trick here is to determine the question type. If the word right before the underline is  because  or  since  (or something equivalent), then the question you are dealing with is a Strengthen question. If the argument is set up to ask you to insert a piece of information that would support the conclusion of the argument, that is a Strengthen question. The only real variation I have seen is when the sentence leading up to the blank asks what must be true or what must be shown. In those cases, you probably have a Find the Assumption question. Want to know how to do the GMATPrep question presented earlier in this post? I am so glad you asked!  Take a look at this full article  that explains how to do the question and takes you through the standard four-step process for all CR questions. The article on the Manhattan Prep blog is the first in a three-part series on CR; click the link at the end to read the second part, and so on. GMATPrep questions are used courtesy of the Graduate Management Admission Council (GMAC). Use of this question does not imply endorsement by GMAC. Share ThisTweet GMAT Impact Blog Archive GMAT Impact “Complete the Passage” Critical Reasoning Arguments When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you run across any “fill in the blank” Critical Reasoning (CR) questions yet? These arguments end with a long, straight line, and we are supposed to pick an answer choice that fills in that blank. Try this example from the free question set that comes with GMATPrep: Which of the following best completes the passage below? People buy prestige when they buy a premium product. They want to be associated with something special. Mass-marketing techniques and price reduction strategies should not be used because ________________. (A) affluent purchasers currently represent a shrinking portion of the population of all purchasers (B) continued sales depend directly on the maintenance of an aura of exclusivity (C) purchasers of premium products are concerned with the quality as well as with the price of the products (D) expansion of the market niche to include a broader spectrum of consumers will increase profits (E) manufacturing a premium brand is not necessarily more costly than manufacturing a standard brand of the same product Officially, these are called “Complete the Passage” arguments. The interesting tidbit: they are NOT a separate question type! These questions fall into one of the same categories you have been studying all along; the format is just presented in this “fill in the blank” format. Most of the time, these are actually Strengthen questions. Every now and then, you will encounter a Find the Assumption question in this format. The real trick here is to determine the question type. If the word right before the underline is because or since (or something equivalent), then the question you are dealing with is a Strengthen question. If the argument is set up to ask you to insert a piece of information that would support the conclusion of the argument, that is a Strengthen question. The only real variation I have seen is when the sentence leading up to the blank asks what must be true or what must be shown. In those cases, you probably have a Find the Assumption question. Want to know how to do the GMATPrep question presented earlier in this post? I am so glad you asked! Take a look at this full article that explains how to do the question and takes you through the standard four-step process for all CR questions. The article on the Manhattan GMAT blog is the first in a three-part series on CR; click the link at the end to read the second part, and so on. * GMATPrep questions are used courtesy of the Graduate Management Admissions Council. Use of this question does not imply endorsement by GMAC. Share ThisTweet GMAT Impact Blog Archive GMAT Impact “Complete the Passage” Critical Reasoning Arguments With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you run across any “fill in the blank” Critical Reasoning (CR) questions yet? These arguments end with a long, straight line, and we are supposed to pick an answer choice that fills in that blank. Try this example from the free question set that comes with GMATPrep: Which of the following best completes the passage below? People buy prestige when they buy a premium product. They want to be associated with something special. Mass-marketing techniques and price reduction strategies should not be used because ________________. (A) affluent purchasers currently represent a shrinking portion of the population of all purchasers (B) continued sales depend directly on the maintenance of an aura of exclusivity (C) purchasers of premium products are concerned with the quality as well as with the price of the products (D) expansion of the market niche to include a broader spectrum of consumers will increase profits (E) manufacturing a premium brand is not necessarily more costly than manufacturing a standard brand of the same product Officially, these are called “Complete the Passage” arguments. The interesting tidbit: they are NOT a separate question type! These questions fall into one of the same categories you have been studying all along; the format is just presented in this “fill in the blank” format. Most of the time, these are actually Strengthen questions. Every now and then, you will encounter a Find the Assumption question in this format. The real trick here is to determine the question type. If the word right before the underline is  because  or  since  (or something equivalent), then the question you are dealing with is a Strengthen question. If the argument is set up to ask you to insert a piece of information that would support the conclusion of the argument, that is a Strengthen question. The only real variation I have seen is when the sentence leading up to the blank asks what must be true or what must be shown. In those cases, you probably have a Find the Assumption question. Want to know how to do the GMATPrep question presented earlier in this post? I am so glad you asked!  Take a look at this full article  that explains how to do the question and takes you through the standard four-step process for all CR questions. The article on the Manhattan Prep blog is the first in a three-part series on CR; click the link at the end to read the second part, and so on. GMATPrep questions are used courtesy of the Graduate Management Admission Council (GMAC). Use of this question does not imply endorsement by GMAC. Share ThisTweet GMAT Impact Blog Archive GMAT Impact “Complete the Passage” Critical Reasoning Arguments With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you run across any “fill in the blank” Critical Reasoning (CR) questions yet? These arguments end with a long, straight line, and we are supposed to pick an answer choice that fills in that blank. Try this example from the free question set that comes with GMATPrep: Which of the following best completes the passage below? People buy prestige when they buy a premium product. They want to be associated with something special. Mass-marketing techniques and price reduction strategies should not be used because ________________. (A) affluent purchasers currently represent a shrinking portion of the population of all purchasers (B) continued sales depend directly on the maintenance of an aura of exclusivity (C) purchasers of premium products are concerned with the quality as well as with the price of the products (D) expansion of the market niche to include a broader spectrum of consumers will increase profits (E) manufacturing a premium brand is not necessarily more costly than manufacturing a standard brand of the same product Officially, these are called “Complete the Passage” arguments. The interesting tidbit: they are not a separate question type! These questions fall into one of the same categories you have been studying all along; the format is just presented in this “fill in the blank” format. Most of the time, these are actually Strengthen questions. Every now and then, you will encounter a Find the Assumption question in this format. The real trick here is to determine the question type. If the word right before the underline is because or since (or something equivalent), then the question you are dealing with is a Strengthen question. If the argument is set up to ask you to insert a piece of information that would support the conclusion of the argument, that is a Strengthen question. The only real variation I have seen is when the sentence leading up to the blank asks what must be true or what must be shown. In those cases, you probably have a Find the Assumption question. Want to know how to do the GMATPrep question presented earlier in this post? I am so glad you asked! Take a look at this full article that explains how to do the question and takes you through the standard four-step process for all CR questions. The article on the Manhattan GMAT blog is the first in a three-part series on CR; click the link at the end to read the second part, and so on. * GMATPrep questions are used courtesy of the Graduate Management Admissions Council. Use of this question does not imply endorsement by GMAC. Share ThisTweet GMAT Impact Blog Archive GMAT Impact “Complete the Passage” Critical Reasoning Arguments With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series, Manhattan Prep‘s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you run across any “fill in the blank” Critical Reasoning (CR) questions yet? These arguments end with a long, straight line, and we are supposed to pick an answer choice that fills in that blank. Try this example from the free question set that comes with GMATPrep: Which of the following best completes the passage below? People buy prestige when they buy a premium product. They want to be associated with something special. Mass-marketing techniques and price reduction strategies should not be used because ________________. (A) affluent purchasers currently represent a shrinking portion of the population of all purchasers (B) continued sales depend directly on the maintenance of an aura of exclusivity (C) purchasers of premium products are concerned with the quality as well as with the price of the products (D) expansion of the market niche to include a broader spectrum of consumers will increase profits (E) manufacturing a premium brand is not necessarily more costly than manufacturing a standard brand of the same product Officially, these are called “Complete the Passage” arguments. The interesting tidbit: they are NOT a separate question type! These questions fall into one of the same categories you have been studying all along; the format is just presented in this “fill in the blank” format. Most of the time, these are actually Strengthen questions. Every now and then, you will encounter a Find the Assumption question in this format. The real trick here is to determine the question type. If the word right before the underline is  because  or  since  (or something equivalent), then the question you are dealing with is a Strengthen question. If the argument is set up to ask you to insert a piece of information that would support the conclusion of the argument, that is a Strengthen question. The only real variation I have seen is when the sentence leading up to the blank asks what must be true or what must be shown. In those cases, you probably have a Find the Assumption question. Want to know how to do the GMATPrep question presented earlier in this post? I am so glad you asked!  Take a look at this full article  that explains how to do the question and takes you through the standard four-step process for all CR questions. The article on the Manhattan GMAT blog is the first in a three-part series on CR; click the link at the end to read the second part, and so on. * GMATPrep questions are used courtesy of the Graduate Management Admissions Council. Use of this question does not imply endorsement by GMAC. Share ThisTweet GMAT Impact

The Jacksonian Era - 3389 Words

NAME: Brandon Longo ________/55 APUSH Mr. Broggy Chapter 10 The Jacksonian Era, 1824-1845 Directions Answer all of the following learning objectives in writing (hand-written only please). These are to be answered in full sentences not bullet points. Think of this as writing paragraphs for each of these objectives. If additional space is needed, use the back of the page. Make sure that you are including facts, names, specific dates, and of course important statistics to give a complete answer to the objective. Also, include and UNDERLINE any of the BOLD VOCABULARY TERMS from the corresponding sections. Only full and complete answers will receive full credit. Overview Chapter 10†¦show more content†¦Having to do with classes of society, Jackson received the majority of his support from the common man, who saw their independence as the most important necessity to preserve. Adams received a majority of his votes from the New England industrial workers. Religiously, Jackson had the majority of votes of the Scots-Irish farmers who had a Catholic background. DAY 12 (pgs 301-309) †¢ Explain Jackson’s appeal and the spoils system. Jackson became the first president in the United States to be in office by the people, for the people. The people saw him as a political figure that would try his hardest to ensure that the will of the people would be shown through him. Jackson’s appeal was to the common Americans who enjoyed the idea of being able to have a say in political matters. Jackson’s main goal in his presidency was to turn the American government into one with the beliefs of Jeffersonian Republicanism; that farmers and artisans should be able to go along with their business without government interference that favors the rich people in America. The spoils system was an arrangement in which the party that won an election were able to reward loyal members of that party by appointing them to well-paid government jobs. †¢ Discuss the reasons for and provisions of the Indian Removal Act; describe the Trail of Tears. The Indian Removal Act of 1830Show MoreRelatedThe Contributions Of The Jacksonian Era1217 Words   |  5 Pagesan Era after him, the Jacksonian Era. Andrew Jackson was unlike the presidents before him, and he was considered the first modern president. I agree that the Jacksonian Era was a pivotal period in American History when the role of the Federal Government and the President were redefined. Many changes occurred during the Jacksonian Era like the issue of slavery, women’s rights, multiple reforms, the many panics the United States went through and voting reforms occurred. During the Jacksonian EraRead More Jacksonian Era Essay721 Words   |  3 Pages The Jacksonian Era (1824-1848) Although the â€Å"Age of Jackson† wasn’t a time era, which brought forth a great political, social, or economic freedom and equality to the U.S., it did in fact put our country through a metamorphosis in our political lives of the nation. The start of a new presidency (Jackson’s presidency) was accompanied by huge numbers of Hickoryites (Jacksonian supporters) and official hopefuls. Many of these hopefuls were granted their desire of holding office, which is one ofRead MoreThe Rise Of The Jacksonian Era1540 Words   |  7 PagesThe Jacksonian Era was often described as a time of â€Å"democratization of politics† in the United States. However, democracy, at this time, was only defined as equality and justice for white males. There were improvements that benefited the common people, such as universal male suffrage, but these excluded women, Africans, Indians, and the rest of the population in the country. In addition, Andrew Jackson was not very democrat ic as he violated the Constitution and used the authority of the governmentRead MoreThe Jacksonian Era Essay688 Words   |  3 PagesDBQ The Jacksonian Era is often described as a time when the United States experienced the â€Å"democratization of politics.† Is this accurate? How was democracy defined in this era? In a democracy each and every citizen of the state is supposed to have an equal say in the government. Today everyone has the opportunity to vote and has equal rights with no restrictions to American citizens. On the other hand back in the Jacksonian Era this was different. Before his time this wasn’t necessarily theRead MoreWomen During The Jacksonian Era1740 Words   |  7 PagesWomen throughout the course of history have played numerous roles in society. During the Jacksonian Era, America as a whole was undergoing various changes. Political changes allowed the â€Å"common man† to have a say in government. While the women still lacked the right to vote and be involved in politics by law, they certainly made their presence known. Women were able to influence government through their unwritten social laws. The Petticoat Affair describes perfectly how women made powerful politicalRead MoreEssay about The Jacksonian Era1638 Words   |  7 PagesThree specific ways in which American expansion shaped the Jacksonian period was through the advancement of technology, by way of slavery, and the Indian Removal Act. Jackson used any political and economic means necessary in order to see American frontier regions expand across the nation. Jackson’s Indian Removal policy had some of the most important consequences and paved the way toward American expansion. In the beginning of the Jacksonian era, colonial Americans’ settlements had not yet extended farRead MoreThe Jacksonian Era Of The Common Man1561 Words   |  7 PagesThe Jacksonian period (1824-1841) is widely recognized as the era of the â€Å"common man†. To an extent, this statement is true due to the numerous political advancements that increased the rights of the â€Å"common man†. However, the political developments alone do not form a full picture of this period. In contrast with the progress in the political sphere, the economic developments during this era o ppressed the people as America plunged into the worst financial depression it had seen to that pointRead More Water Transportation in the Jacksonian Era Essay1166 Words   |  5 PagesWater Transportation in the Jacksonian Era Water travel assisted heavily with transportation of goods and people from the American north-east to the west, which would eventually create a separation from the south. Before any canals were even built, there was a great demand for better transportation to and from the west. During this time of exploration, something was necessary in order for settlement to progress. After the canals were built, people living in to north grew exceedingly wealthyRead MoreThe Jacksonian Er The Era Of The United States1930 Words   |  8 PagesThe Jacksonian Era The Jacksonian Era (1824-1841) has been known as the era of the â€Å"common man† primarily because of the acquaintance of democratic government in America with the help of Andrew Jackson. Democrats who favored Jackson believed that their role as a Jacksonian was to protect the individual liberty, the equality of economic opportunity, political democracy, and upholding the rights of the Constitution of the United States. Jackson was initially a general that helped the war effort toRead More Jacksonian Era: The Removal Policy Essay1177 Words   |  5 PagesAndrew Jackson, who was the 7th President of the United States, signed the Indian Removal Act in May 28th, 1832 and this policy granted Andrew Jackson the right to forcibly move the Native Americans to land west of the Mississippi. Even though â€Å"it is presumed that any explanation of Jackson’s purposes is an attempt to justify the mass killing of innocent people†¦Ã¢â‚¬  (Remini, 45) some would say his child hood affected him; seeing and hearing Indians Attacking places near his home. Or how he was the second

13 beneficios por entrar al Ejército de Estados Unidos

Entrar  en cualquiera de las ramas del Ejà ©rcito de los Estados Unidos lleva aparejado, ademà ¡s del sueldo, una serie de beneficios y, en ocasiones, incentivos suculentos. Este es un asunto de interà ©s para los latinos, nacidos ya en Estados Unidos o migrantes, porque cada vez mà ¡s un mayor nà ºmero se alista para a servir en cualquiera de las ramas del Ejà ©rcito de los Estados Unidos. En la actualidad son el 14 por ciento del total de militares en servicio activo, pero la cifra sube al 16 por ciento si se cuentan sà ³lo las nuevas incorporaciones. Y es que el Ejà ©rcito en todas sus ramas –Army (Tierra y Guardia Nacional), Navy (Marina), Air Force (Aire), Coast Guard (Guardia Costera) y Marine Corps (Marines)  Ã¢â‚¬â€œ parece  como una buena alternativa para labrarse un futuro. Las estadà ­sticas indican que esta opcià ³n resulta incluso un poco mà ¡s atractiva para las latinas que para los varones hispanos. En la actualidad. el Ejà ©rcito de Estados Unidos es el tercero mayor del mundo en cuanto a personal, solamente despuà ©s de los de China e India. Tiene un total 1.281.900 millones de soldados y oficiales en servicio activo y 801.200 en las 7 Reservas. A todos aplica una serie de beneficios y, en algunos casos, notables incentivos. 13 beneficios por ingresar al Ejà ©rcito de los Estados Unidos Los beneficios son para todos los miembros, aunque algunos especà ­ficos pueden variar segà ºn la rama en la que se ingresa y son los siguientes: 1. Educacià ³n. Existen varios caminos que permiten a los miembros del Ejà ©rcito cursar  estudios universitarios mientras forman parte activa del Army o incluso si se realizan dentro de los 10 aà ±os siguientes a la finalizacià ³n de la relacià ³n con el Ejà ©rcito.   Los programas que permiten esta educacià ³n son: GI Bill, Tuitition Assistance, College Reimbursement Plants e incluso la obtencià ³n de crà ©ditos universitarios por entrenamiento realizado en el Ejà ©rcito.   2. Vacaciones. Tanto soldados como oficiales pueden disfrutar cada aà ±o 30 dà ­as de vacaciones pagadas.   3. Promociones. Una vez que se està ¡ en el Ejà ©rcito es posible ascender de rango mediante promociones. Cuando mayor es el rango, mayor es el sueldo. Hay que tener en cuenta que cada una de las ramas militares tiene su propio sistema y que incluso se le puede llamar a los rangos de distinta manera. Sin embargo, el sueldo es igual para cada nivel, sin importa cà ³mo se le llame o si se trata de Marines, Marina (o naval), Aire, Guardia Costera o Tierra. 4. Seguro mà ©dico y dental. Està ¡ plenamente cubierto mientras se permanece en servicio activo. 5. Tiendas en las que no se pagan impuestos. Se llaman Commissaries o Exchanges. Existen tres tipos: AAFES, para Aire y Tierra, Nexcom para la Marina y el Marine Corps Exchange. Siempre supone un ahorro, particularmente con artà ­culos caros. 6. Actividades de Recreacià ³n, Moral y Bienestar. Es lo que se conoce como MWR, por sus siglas en inglà ©s. Son actividades que se brindan a los militares y a sus familias. Lo cierto es que son muy variadas y difieren notablemente entre las distintas bases y la rama del Ejà ©rcito en la que se sirve.   7. Inmigracià ³n. Servir en el Ejà ©rcito puede tener beneficios migratorios para la persona que se alista  y tambià ©n para sus familiares. Para el soldado u oficial, destacan la posibilidad de adquirir la ciudadanà ­a por naturalizacià ³n en condiciones ventajosas, si se trata de un residente permanente. Ademà ¡s, los familiares indocumentados de un ciudadano que sirve en el Ejà ©rcito podrà ­an beneficiarse del programa Parole in Place para obtener los papeles. Sin embargo, los migrantes indocumentados no deben, bajo ningà ºn concepto, buscar ingresar a una base militar. Se està ¡n dando casos de arrestos y los migrantes quedan a disposicià ³n de las autoridades migratorias. Tener siempre presente quà © extranjeros se pueden alistar  en el Ejà ©rcito y que el programa MAVNI para profesionales extranjeros presentes legalmente en Estados Unidos està ¡, en estos momentos, no activo. Ademà ¡s, en ningà ºn caso, los migrantes indocumentados pueden enrolarse en ninguna de las ramas militares de Estados Unidos. La excepcià ³n que existà ­a para los muchachos con DACA aprobado llega a su fin con la terminacià ³n del programa por orden ejecutiva del presidente Donald Trump. 8. Bono por firmar, que en la actualidad tiene un mà ¡ximo legal de $40.000. Es decir, en ningà ºn caso puede ser superior a esa cantidad. Los Marines y el Ejà ©rcito del Aire son los que menos incentivos al firmar ofrecen y, tambià ©n, los de menor monto. Sà ³lo el Ejà ©rcito de Tierra (Army) ha ofrecido incentivos por la cantidad mà ¡xima legal. Ademà ¡s, puede haber bonos complementarios. Por ejemplo, en el Ejà ©rcito de Tierra se podrà ­a calificar para un bono extra por un mà ¡ximo de $16.000 por incorporarse en menos de 30 dà ­as a partir de la fecha de enrolarse o un mà ¡ximo de $8,000 por incorporarse entre el dà ­a 31 y el dà ­a 60 despuà ©s de haber firmado. Una à ºltima palabra sobre este tema: si no se cumple todo el periodo para el que se firmà ³ es obligatorio devolver la cantidad que corresponda al tiempo no servido. 9. Pago de prà ©stamo  a estudiante. Todos los servicios excepto los Marines y la Guarda Costera brindan la posibilidad de pagar todo o parte de los prà ©stamos estudiantiles. 10. Rango avanzado, o Advance Enlistment Rank para las personas que tienen crà ©ditos universitarios o han participado en programas como Junior ROTC en High School. 11. Programa Buddy, cuando dos personas del mismo sexo se enrolan juntas se les puede prometer a travà ©s de este programa que estarà ¡n juntas durante el entrenamiento bà ¡sico. Incluso si posteriormente entrenan para el mismo trabajo, tambià ©n se harà ­a conjuntamente. 12. Programa Split Option en el caso de Guardia Nacional o Reserva, para alargar en el tiempo el entrenamiento bà ¡sico.   13. Otros beneficios, como bonos por incorporarse a la reserva, reenganche en ocupaciones especiales, alistarse tras acabar los estudios secundarios, comprometerse a servir en activo por dos aà ±os seguidos por otros dos aà ±os en la reserva, etc. Dà ³nde informarse sobre los beneficios por servir en el Ejà ©rcito Cuando una persona se alista por primera vez o repite firma un contrato con el Departamento de Defensa que se conoce como Form 4/1. Si ademà ¡s el alistamiento es para el servicio activo, se firmarà ¡, a mayores, otro contrato. Lo importante a destacar es que realmente no importa lo que haya prometido el reclutador, si no està ¡ en el contrato, no existe. La à ºnica excepcià ³n son los beneficios que se explicaron anteriormente que le corresponden a todas las personas por servir en el Ejà ©rcito: seguro mà ©dico, salario base, GI Bill, alimentos, etc. Pero en el contrato final con el Departamento de Defensa tienen que estar especificados todos los demà ¡s posibles incentivos,  que son opcionales.   Quà © beneficios no se tienen por alistarse en el Ejà ©rcito Es muy comà ºn creer los siguientes 2 errores: En primer lugar, que se puede elegir el servicio. Esto no es asà ­. Es cierto que se tendrà ¡n en cuenta las preferencias del soldado u oficial pero al final se acabarà ¡ en el servicio que decide el Ejà ©rcito. Y en segundo lugar, no es correcta la creencia de que los veteranos que en el pasado sirvieron en el Ejà ©rcito tienen cubierto al 100 por cien el seguro mà ©dico. Esto no es asà ­ aunque son muchos los reclutadores que asà ­ lo manifiestan.   A tener en cuenta sobre el Servicio Selectivo En la actualidad, servir en el Ejà ©rcito de los Estados Unidos es voluntario, es decir, no hay obligacià ³n de prestar el servicio militar.   Sin embargo, todos varones ciudadanos e inmigrantes entre los 18 y los 25 aà ±os de edad sà ­ que deben registrarse para el Servicio Selectivo. Esto afecta a grupos tan variados como los indocumentados presentes en Estados Unidos como a los ciudadanos estadounidenses que residen habitualmente en otro paà ­s.   Este es un artà ­culo informativo. No es asesorà ­a legal.

Leadership And Communication What Makes An Effective...

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Joan Of Arc By Jules Bastien Le Page Argumentative Essay Example For Students

Joan Of Arc By Jules Bastien Le Page Argumentative Essay ?Joan of Arc,? was painted by the French realist artist Jules Bastien-Lepage in 1879. ?After the province of Lorraine was lost to Germany following the Franco-Prussian War in 1821, The Frenchmen saw in Joan of Arc a new and powerful symbol. In 1875, Bastien-Lepage, a native of Lorraine began to make studies for a picture of her. In the present painting, exhibited in the Salon of 1880, Joan is shown receiving her revelation in her parents garden. Behind her are Saints Michael, Margaret, and Catherine. (Caption next to painting in The Metropolitan)? Jules Bastien-Lepage creates a realistic atmosphere, including a supernatural, religious-like presence within his painting. Oil on canvas was used to create the realistic quality of the work. By closely examining the artists technique, it is clear that he uses delicate brush strokes in a true to life manner. The colors, and use of light seem to be painted in a layered fashion to give the landscape a sense of depth. The background of the pai nting is a garden which include foliage and brush that surrounds the primary focus of the painting, Joan of Arc. The artist put a great effort into the details of the scene. Bastien-Lepage uses a distinct realistic quality in his painting which is visible in each individual leaf and branch. Various hues of earth tones, green and brown being the most evident, are blended together in the garden scene. In the foreground of the painting is Joan of Arc. She is painted with a seemingly thicker paint technique. This makes her a more easily visible aspect in the painting, and catches the onlookers eye. Joan is dressed in a long brown skirt and blue-gray shirt with white underneath which is the typical clothing style of the 19th century. The clothing is painted to show its wear and tear. Her features and her figure are quite realistic. She seems to have a calm, but troubled expression on her face, as though she is deep in thought. Overall she is painted in a very detailed manner. A less visi ble, yet still present and important aspect of the painting are the three figures positioned behind Joan, and in front of the house. The figures are somewhat transparent, and ghostly. Their presence adds a spiritual and or religious feeling to the scene. These three figures presence blends into the scenery. Al three have halos above their heads, and serene looks on their faces. The saint on the right is dressed in what looks to be armor. He looks brave, and as if he is standing guard or going into battle. The middle saint is a praying angel. She is in a dress with a gauzy, white presence around her. This whiteness gives her an ethereal quality which Bastien-Lepage has painted quite effectively, and adds to the spiritual feeling of the scene. Her presence in the painting seems to represent chastity and virtue. The last figure looks like a young girl or child, who is kneeling with her face hidden in her hands almost as if she is upset. Perhaps Bastien-Lepage painted these three saints not only to illustrate Joan receiving her visions, but to illustrate the bravery, religious yet childlike figure that she was. Behind Joan of Arc, in the background of the picture is a house. Bastien-Lepage painted the house so that the masonry is visible. The house seems to be small in size, plain, and quaint. Surrounding the house is shrubbery, trees, and more of the garden wh ich is seen throughout the painting. This painting of Joan of Arc is very significant. Bastien-Lepage is able to effectively depict Joan as the true heroine that she was. This is significant because at the time there were not so many women heroines like her. Bibliographyno bib Arts and Painting