State budget cuts influence on students Research Paper

State budget cuts influence on students - Research Paper Example of education, factors that influence college choice, factors that contribute to college dropouts and students opinions on the effects of cuts in the state budget to education. -Many of the respondents surveyed were in their third year of study (60%), while a significant 24% were in their third year of study with the remaining proportion covering freshmen students and second year students. -The email response from the questionnaires indicated that the average cost of education, including tuition, room and board added up to $16,000 at least for all public state colleges while that of private colleges added up to $37,000 -Nearly 10 out of the 15 students interviewed responded relying on loans to assist them with college financing costs. Equally, a third of the respondents relied on part time jobs to help cater for college costs, that was often complemented by parent’s support with 11 out of 15 getting regular support from their parents. A similar number also relies on college scholarship and financial aid to clear their college bills. -13 out 15 of all the participants interviewed reported being always concerned about having enough financial resources to utilize while still in college in providing for daily expenditures. Economizing was reported as a tradition employed for the college years, occasioned by tough economic times in the real world. -In the age bracket of 18-25 sampled for this survey, many of the participants, 76% cited difficulties associated with money as the driving force for college drop out. Other issues as bad grades and peer influence also emerged as strong reasons for college drop out. -Many of the college students surveyed reported feeling uncomfortable with borrowing to finance their education. This they say becomes unbearable as they are unable to pay the money borrowed within the appropriate period and as such loans accrue to longer periods of time attracting higher fines and interest rates that accrue. -Despite high costs associated

Investing in Low Income Housing Tax Credits Essay Example for Free

Investing in Low Income Housing Tax Credits Essay Overview of the LIHTC The Low Income Housing Tax Credit (LIHTC) provides incentives for corporations and individuals to invest in the acquisition, development and rehabilitation of affordable housing. The program offers federal tax credits to private equity investors that work with profit or non-profit developers in constructing or renovating rental properties for low-income tenants, those who earn 60 percent or less of the median family income for their county. As of 2010, the program has sparked the construction of over 1.7 million housing units throughout the country. The IRS allocates federal tax credits to Housing Credit Agencies (HCAs) in each state based on its population. HCAs award credits to housing developers based on their Qualified Allocation Plan (QAP), a rigorous and competitive application used to determine which developers will receive the credits. Once credits are acquired, equity investors purchase an interest in the business entity generating the tax credits, namely a limited partnership or limited liability company. The equity generated from the investor’s purchase is used to fund the property development. The tax credits are redeemed annually by investors over a ten-year period following the date that the property becomes operational, or â€Å"placed in service.† The number of tax credits, and subsequently the amount of equity raised, is calculated by computing the eligible basis, or the dollar amount of all depreciable costs of the project (which excludes the cost of land acquisition and operating reserves) minus ineligible sources of funding like grants or federal subsidies. The eligible basis is then multiplied by the percentage of eligible tax credit units in the project (at least 20 percent and up to 100 percent of all units in the building) to calculate the â€Å"qualified basis.† The investor may later claim either 9 percent or 4 percent of the qualified basis amount in tax credits per year, depending on whether the project is a new construction or rehabilitation of an existing structure.. As of March 2012, the average price for a credit is around $.94. Price fluctuates depending on the geography of the deal, the size of the project, the perceived risk of failure, and whether the project is a new construction or rehabilitation. In order to redeem the credits, the property must rent either 20 percent or more of the units to tenants whose incomes are at or below 50 percent or less of the area median gross income, or 40 percent or more of the units to tenants whose incomes are at or below 60 percent or less of the area median gross income. The property must fulfill these and other operational requirements for a 15-year compliance period. Failure to meet these requirements during the compliance period results in an IRS recapture of tax credits plus interest and penalties. Many states offer their own affordable housing tax credits to provide further incentives by increasing potential returns. Projects in certain areas (Difficult Development Areas) receive a 30 percent increase in qualified basis as well. Options for Investment in LIHTC LIHTC transactions are structured such that the developer manages the day-to-day operation of the property while the investor takes a passive role in management and collects virtually all the tax credits. The parties create a limited partnership or limited liability company where the investor is typically a 99.99% limited partner or non-managing member and the developer is a 0.01% general partner or managing member. This method shields investors from liability beyond their capital contributions and allows the developer to maintain control over management affairs. There are two methods of investing in LIHTCs. The first is a direct investment or private placement, where the investor purchases the rights to future tax credits from a single developer in return for an equity contribution. The developer and investor form a limited partnership where the investor retains a 99.99% ownership interest and claims use of 99.99% of the tax credits and other benefits. Large banks and blue-chip corporations are the typical direct investors, mainly because they possess vast amounts of financial and administrative resources. Private placements are adequate namely for single entities that manage their own investment affairs and desire complete transparency throughout the project. These investors generate more net equity since they save costs otherwise incurred by hiring syndicated funds to choose and underwrite the affordable housing development project. Another avenue through which to invest in tax credits is with a syndicator, a financial intermediary that raises funding from many investors, usually on an annual basis, and makes equity capital contributions to multiple affordable housing projects. Indirect Investment through syndicated funds provides a means by which individual investors, small community banks, and small corporations without the resources of large banks can invest in LIHTCs. A syndicator will attract investors and form a limited partnership agreement where the syndicator typically holds a .01% interest as general partner and various investors will comprise the other 99.99% ownership interest as limited partners. This limited partnership syndicate fund will then become the 99.99% limited partner in several LIHTC projects to allow tax credits to pass through to investors. The syndicator investigates the market for affordable housing development and chooses a number of projects in which to invest. The syndicator then directs private equity capital from the limited partners of the syndicate fund to multiple affordable housing developments and returns tax credits back to each investor in proportion to their capital contribution. A few syndicate funds have missions that are aligned with non-profit developers. A syndicator’s experience with affordable housing development is invaluable to investors as it minimizes risk and increases investor confidence. The syndicator does all due diligence and underwriting for the project, so investors can take a passive role. Syndicate funds are ideal for investors that cannot afford to hire relationship managers, compliance specialists, and underwriters to oversee development. A Worthwhile Investment Alternative A tax credit provides a dollar-for-dollar reduction in tax liability, unlike deductions that simply reduce the amount of taxable income for a particular taxable year. Even though investors contribute capital based on the amount paid per tax credit, other tax benefits are transferred to the investor in the form of passive losses and deductions available to any holder of rental real estate property. These include property depreciation deductions, interest expenses, business and maintenance costs, and others. Savings from tax-deductible expenses may not have the financial impact of a tax credit, but it provides a quantifiable saving to the investor that helps add measurable value to tax credits beyond the amount of proportional tax liability they reduce. A qualifying tax credit investment results in a decrease of tax liability. The economic return on the investment, therefore, is not subject to state or federal taxation, unlike dividends or interest income from stocks or bonds. A dollar amount of taxable income is thus inherently less valuable than an identical amount of tax credits. Certain passive loss restrictions and the Alternative Minimum Tax render tax credits less useful for the large majority of individual investors. Nonetheless, LIHTC projects were giving investors returns as high as 25%-30% during the early stages of the program. After growing competition increased pricing in the market for tax credits, yields have consistently shown 4%+ annual returns in recent years. LIHTC projects provide excellent returns for the risk involved, considering other investment alternatives available. While the stock market has historically given investors long-term returns of approximately 10% per year on average, there are sharp fluctuations from year to year. The stock market is also considered a more risky investment in comparison to U.S. treasury bonds or other corporate notes. The yields on these safer bonds are much less than that of the stock market. Investments in tax credits provide an interesting combination of risk mitigation potential and impressive earning yields. Unfortunately, the average investor has no control over the valuation of a certain corporate security, much less the performance of a mutual or index fund. However, private placement investors and syndicate fund managers can and do provide for stringent oversight requirements through contractual obligations imposed on the developer, which in turn helps mitigate risk of project failure. A rise in the valuation of a corporate security usually requires an indicator of increased earnings in the future, whether it is the introduction of a more efficient manufacturing technique, the release or upgrade of a new or existing product, or a similar corporate action. Any increase in the value of a security may be short-lived. An investor only realizes gain after a sale; that gain is taxed. LIHTC projects, on the other hand, do not require entire securities markets to move in order to obtain a profit. Aside from rigorous paperwork and professional fees, the tax credits will eventually fall in the hands of the investors so long as the developer does not fail to meet the various compliance requirements for the specified period. With continuous oversight, investors and fund managers can establish timelines for performance that may readily identify any setbacks or obstacles to completion. This may afford time to expedite construction or development and perhaps cure any potential defects in the plan. On the downside, securities markets provide instant liquidity; LIHTC projects require at least 11 years to harvest all profits. Timelines provide further protection when equity contributions are made in response to the developer meeting certain milestones that render project completion more likely. By disbursing equity in stages, investors exert more control over the project’s development and may elect to alter the course of the project. For instance, the investor may attempt to remove the developer if confidence is undermined. The 15-year compliance period provides an identifiable date of exit, after which all profits (in the form of tax credit use) have been harvested. If investors decide to exit the venture, a secondary market has emerged where an investor may be able to sell the credits to third parties. Legislation passed in 2008 allows limited partners to sell their ownership interests in affordable housing properties without facing recapture so long as the properties continue to operate as affordable housing. This allows a shortened holding period of up to 11 years as long as the property meets the 15-year compliance requirements. These advantages are largely unavailable to stock market investors and make tax credits a safe, viable and profitable investment alternative. These benefits apply uniformly to any tax credit investor. Large Banks, Larger Benefits Large banks and financial institutions are provided with a number of benefits that are generally inapplicable to individual and corporate investors, which in turn make credits more valuable and increases their market price. Banks subject to the Community Reinvestment Act (CRA) are required to engage in certain activities that improve community development. Direct investments and loans made to LIHTC projects, or syndicated funds that invest therein, are considered qualified activities under the CRA. Banks receive positive CRA consideration not only for these loans and investments to community projects, but also when equity is transferred to LIHTC projects that serve broader statewide or regional areas that include a particular bank’s assessment area. An unsatisfactory CRA rating can cause banks to be denied or delayed in undertaking certain business activities like mergers, acquisitions, or the expansion of services. Thus, banks have strong incentives to invest in affordable housing development. LIHTCs are often a top choice for banks, who are obliged to make community development contributions, because not all CRA qualified activities provide similar returns. Financial institutions also benefit from establishing banking relationships with real estate developers. This allows banks to expand their revenues by providing new services to the project like pre-development loans, construction loans, mortgage financing, and credit lines. Bridge loans are especially enticing, where banks loan large amounts of capital to syndicated funds or other Private Placement investors without the cash reserves to make the up-front equity contributions required by developers before any tax credits can be redeemed. Moreover, banks have the financial capacity to create long-lasting resources to assist in affordable housing investment. The underwriting and due diligence for a LIHTC project requires a number of services and incurs various costs. While syndicated funds spread these costs over a number of investors, banks are in a position to pay for these costs themselves. By establishing separate departments to oversee tax credit financing, banks make a one-time investment in an oversight apparatus that will operate over an indefinite number of LIHTC projects. These in-house professionals will increase in value as their experience expands and efficiency improves. Any bank with the capacity to conduct private placement investing in LIHTCs probably does so. Syndicated Funds: Investment Mechanisms for the Unsophisticated Tax Credit Investor A multi-investor syndicated fund provides a number of additional benefits to potential tax credit investors. It is helpful to analogize syndicated funds to mutual funds for the purpose of identifying their advantages. Just like mutual funds, where fund managers collect funding from many investors and create a diversified portfolio that is professionally managed, syndicated funds act in a similar fashion. Syndicated funds invest in multiple affordable housing developments, often in various geographic regions and with different housing developers. This allows investors to spread risk amongst different LIHTC projects so that if one project fails, their entire equity commitment is not lost. Investing with multiple investors allocates risk of loss more evenly and makes LIHTC investments a safe investment alternative. Furthermore, reputable syndicated funds are professionally managed by experienced, sophisticated tax credit professionals that probably have more knowledge about tax credit investing than any prospective investor. Few institutions and entities have enough capital reserves to fund an entire project single-handedly; syndicated funds combine investor contributions, allowing small entities like community banks and mid-size companies to have the flexibility of choosing how much capital to contribute to tax credit investment. The end result is an excellent mechanism through which unconventional tax credit investors can participate in the competitive market for tax credits. Even though funds collect a percentage fee, diversified portfolios will likely contain projects in DDAs to provide marginal increases in tax benefits. Corporations and Tax Credits: A Good[will] Investment. LIHTC are beneficial to corporations because annual tax credits have a positive impact on earnings per share, since credits reduce tax liability without diluting earnings. Tax credits are usually a profitable investment because most companies sustain consistent tax liability for years on end. Tax credit investment declined during the 2008 market downturn, but has steadily increased with general economic improvement. Companies like Google, Verizon, Liberty Mutual, and others have invested in affordable housing developments across the country. An additional and measurable economic benefit to corporations is the increased value of a trademark or goodwill associated with a company that invests in community development. This type of investment may also attract positive publicity and media coverage, which in turn may increase corporate securities valuation. Large corporations are also in a coveted position to undertake direct investment and avoid paying fees to syndicated funds. Safe, but Not That Safe. While LIHTC investments may be safer than comparable investment with similar yields, the risks must be identified for informed decision-making. Potential tax credit recapture and loss is the greatest risk—the project must maintain specific requirements over a period of 15 years and strict deadlines must be met. The investor must assume the risk of any impediment to completion of construction, no matter how farfetched, and recapture liability remains with the initial investor even if the credits are sold on the secondary market. Risk of failure extends for a prolonged period of 15 years where strict operational requirements must be met. Due to the speculation involved in predicting construction costs, securing subsequent financing, and meeting compliance deadlines in light of potentially unforeseen adverse events, a project must be very precisely calculated to increase the chance of success. Entities and individuals that invest in syndicated funds are in a better position to identify risks due to stringent government-imposed requirements for prospectuses and offering memoranda to be distributed to all potential investors. Inexperienced syndicators might overlook a key responsibility that can cause the project to fail. Repurchase obligations arguably provide a false sense of security to investors because most developers have small balance sheets and cannot afford to match the investor’s contributions. The risks involved in LIHTC investment can be mitigated with proper planning, continuous oversight, and an experienced syndicator. Banks with in-house asset management units can oversee property maintenance. Although investors cede lien priority to the primary mortgage holder, foreclosure rates are relatively low and occupancy rates relatively high. Tax credit projects are viable investment alternatives. [ 1 ]. Catherine Such, Low Income Housing Tax Credits. Federal Reserve Bank of San Francisco Community Investments (Mar. 2002), http://www.frbsf.org/community/investments/lihtc.html. [ 2 ]. Michael J. Novogradac, Investing in Low-Income Housing Tax Credits, OCC Community Developments. (Mar. 2010), http://www.occ.gov/static/community-affairs/community-developments-investments/spring06/ investinginlowincome.htm. [ 3 ]. Id., See Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options. Corporation for Supportive Housing (Mar. 2006), http://documents.csh.org/documents/ ResourceCenter/DevOpsToolkit/UnderstandingLIHTCspdf.pdf. [ 4 ]. Sherrie L. Rhine, Low-Income Housing Tax Credits: Affordable Housing Investment Opportunities for Banks. Community Affairs Development (Feb. 2008), Found in Real Estate Law Clinic Course Reader, at p. 75. [ 5 ]. Lance Bocarsly, Real Estate Law Clinic Lecture. (Thursday September 6, 2012, 4:30pm.) [ 6 ]. Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options, supra, Corporation for Supportive Housing (Mar. 2006.) [ 7 ]. In actuality, the percentage of qualified basis that determines the amount of tax credits is not exactly 9 or 4 percent. The rate for the 4 percent credit floats in accordance with the Applicable Federal Rate and may fluctuate above or below 4 percent. The 9 percent credit will float beginning in 2013, although current legislation has been proposed to extend the 9 percent credit floor. House of Representatives Bill 3661 is making its way through Congress. See Mark Anderson, Tax Credit at Risk for Low Income Housing. Finance and Commerce (April 26, 2012, 4:35 pm). Available at http://finance-commerce.com/2012/04/tax-credit-at-risk-for-low-income-housing/. [ 8 ]. Low-Income Housing Tax Credit: Facts Figures, Novogradac Affordable Housing Resource Center. http://www.novoco.com/low_income_housing/facts_figures/index.php. [ 9 ]. Tim Iglesias and Rochelle E. Lento, The Legal Guide to Affordable Housing Development. Found in Real Estate Law Clinic Course Reader, at p. 28. [ 10 ]. Rhine, supra, Low-Income Housing Tax Credits: Affordable Housing Investment Opportunities for Banks.† Found in Real Estate Law Clinic Course Reader, at p. 87. [ 11 ]. Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options, supra, at p. 4. [ 12 ]. Id. [ 13 ]. Id. [ 14 ]. Novogradac, supra, Investing in Low-Income Housing Tax Credits. [ 15 ]. James L. Logue III, How LIHTC Funds Can Help Banks Invest in Affordable Housing. OCC: Community Developments (Spring 2006). http://www.occ.gov/static/community-affairs/community-developments-investments/ spring06/howlihtcfunds.htm. [ 16 ]. Id.

I Was Born a White, Middle Class American :: Culture and Identity Essays

Culture and identity are two very strange ideas. They are received at a very young age, yet they are very hard to give to someone else. They will affect you for the rest or your life, yet for the most part you are born into them. However, they soon become very important to us and we cannot, no matter what we do, live without them. They are a part of us, and a vital aspect of society. However, it took me a very long time to recognize that I had an identity and a little while after that before I knew what it was. My entire life I have been a middle class white male. I was born into this identity and most likely will die in this identity. My entire family fits into the same class of society. I could probably wear a sign that read, â€Å"Average American† and no one would ever tell me that I was not. The neighborhood that I grew up in is middle class, and a majority of the neighbors that I have are also white and of the same class. When I was younger, me and my friends would play video games at my house until my mom would tell us to go outside. It seemed like the summers lasted longer then. This is probably because we spent everyday looking for something to do, whereas these days I spend my summers looking for ways to get out of doing what I am supposed to do. We would go to the local elementary and middle schools where there was a small creek and pond. We would catch crayfish, bugs, and frogs only to let them go after we celebrated our great achievement. We would play tag, football, soccer, hockey and baseball at someone’s house or at the athletic fields of the schools. And all of us were of the same culture and class. It was always three to fifteen young white males doing what young white males usually do. A few of the other kids were Italian, which apparently is not Caucasian, but we did not know that.

Australian voice Essay

? The Australian voice is distinct as it expresses uniquely Australian values, such as ‘mateship’ and ‘support for the underdog’. This distinct voice also expresses multicultural and indigenous values, as part of the Australian identity. It may bevoiced publically or privately through effective language features. â€Å"The Castle† directed by Rob Sitch highlights the characters’ voices as reflective of Australian attitudes and values. It is through these numerous voices that we collectively create a distinct Australian voice that †¦.. (represents culturally specific qualities)†¦(expresses concern for one another)†¦ Individual Australian voices may be expressed privately, to communicate personal feelings or emotions. Darryl, as the main character (protagonist), has a strong emotional attachment to his house which is expressed through his personal voice. â€Å"A man’s home is his castle† is conveyed as the fundamental concept through Darryl’s distinctive personal voice. From the film, the sentimental tone of the quote â€Å"memories are not as important as a big driveway† ironically reveals Darryl’s idea that â€Å"memories and families are more important than money†. Darryl, acting individually against the group who embody authority in order to save his castle, stressesthis idea and reveals his emotional attachment to his land. The individual’s personal attitude is also highlighted through Australian slang which renders the Australian voice distinct from others. For example, the term ‘bloody’ which is frequently vocalised by Darryl in ‘The Castle’ such as ‘you bloody ripper’ and ‘the low of bloody common sense’ is a slang word for ‘very’. The verbalization of this type of Australian language conveys Darryl’s attitude and reveals his strong family values. Furthermore, the Australian voice is distinct because it is used to express fundamental Australian values and attitudes in addition to strong family values. This voice is expressed both through the private and public voices, and supports the Australian traditional values like ‘mateship’ and ‘support the underdogs’. Darryl Kerrigan helped his old neighbour Jack by saying â€Å"I’m gonna kick in for ya, mate†, using Australian idiomatic vernacular to emphasize his support for his less fortunate neighbor and the close relationship they share. What Darryl did is not only a representation of their close connection but also highlights Australian sense of sympathy for the â€Å"underdog†. The typical Australian value of mateship has been communicated by a distinct public voice, from which we can learn about other values that are distinctively Australian. Through the additional dialogue of Lawrence who is a retired lawyer (Q. C) ‘I’d like to help you to take it further, no fee. ’ which expresses his support for the underdogs (Kerrigan family). Through all above, we can see that when private voices often combine to project a public voice sharing ideals. Unique cultural voices are aspects of the distinct Australian voice, and they mayexpress Indigenous or multicultural values. Multiculturalism and the existence of Aboriginal cultures are significant parts ofAustralian society and those collective voices represent their own unique cultureyet are just as significantly part of the larger Australian voice. Distinct Aussiehumouris used by Farouk who has a heavy accent and broken English, as he said ‘plane fly overhead, drop value†¦ In Beirut, plane fly over head, drop bomb. I like these planes better. ’His self-deprecating humourshows his integration and acceptance into wider Australian society, whilst his cultural voice has become a part of the distinct Australian voice. This has shaped our understanding of the Australian Voice that represents the larger community as one that is multicultural. In conclusion, the study of Australian voice is thebeginning step towards a deeper knowledge and understanding of the inclusive nature of the DAV; representing culturally unique values and attitudes. A voice is more than the method of talking;it is the expression of people’s private thoughts and attitudes. Different voices among Australian society evoke a certain emotion of a group of people and affect their way of understanding as well. Those voices accumulatively create a distinct Australian voice.

Pregnant Women Essay

In my opinion, pregnant women should be punished for partaking in legal behaviors such as taking fertility medication, smoking, and drinking, all of which can cause harm to the fetus. I think a woman should subordinate her right to control her life when she decides to become pregnant or does become pregnant. Anything which might possibly harm the developing fetus should be prohibited and all things which might positively affect the developing fetus should be mandated under penalty of law, be it criminal or civil. Since anything which a pregnant woman does or does not do may have an impact, either positive or negative, on her developing fetus, any act or omission on her part could render her liable to her subsequently born child. While such a view is consistent with the recognition of a fetus’ having rights which are superior to those of its mother, such is not and cannot be the law of this state. A legal right of a fetus to begin life with a sound mind and body assertable against a mother would make a pregnant woman the guarantor of the mind and body of her child at birth. A legal duty to guarantee the mental and physical health of another has never before been recognized in law. Any action which negatively impacted on fetal development would be a breach of the pregnant woman’s duty to her developing fetus, Mother and child would be legal adversaries from the moment of conception until birth. If a legally cognizable duty on the part of mothers were recognized, then a judicially defined standard of conduct would have to be met. It must be asked, by what judicially defined standard would a mother have her every act or omission while pregnant subjected to state scrutiny? By what objective standard should a jury be guided in determining whether a pregnant woman did all that was necessary in order not to breach a legal duty to not interfere with her fetus’ separate and independent right to be born whole? In what way would prejudicial and stereotypical beliefs about the reproductive abilities of women be kept from interfering with a jury’s determination of whether a particular woman was negligent at any point during her pregnancy? Nevertheless, some argue that the drug-addicted pregnant woman should be treated as if her drug use is the same as child abuse and at least one state Supreme Court has apparently accepted that view. The Supreme of South Carolina, distinguishing itself from courts in twenty-four other states, has declared that at least inside the borders of South Carolina a viable fetus is a person and a pregnant woman who endangers its health can be found guilty of child abuse. The South Carolina court could not fathom the difference between a stranger who attacks a pregnant woman and the woman herself. The court argued if the fetus is not treated as a child under the law, then, â€Å"there would be no basis for prosecuting a mother who kills her viable fetus by stabbing it, by shooting it, or by other such means, yet a third party could be prosecuted for the very same acts. † The truth is that we do not have to pit the woman against the fetus to promote healthy pregnancies or to value life. In fact, creating fetal personhood hurts both women and the possibilities for healthier pregnancies. We could treat addiction for what it is, a health problem. We could fund programs designed to meet women’s needs not only during pregnancy, but throughout their lives because we value women as whole persons. We could respect people’s different values regarding fetuses without creating the legal fiction that fetuses are separate persons.

Lance Armstron essays

Lance Armstron essays Its mid summer, a steamy 80-100 degrees farenheit, 15-35 mile per hour winds blow across the flatlands and mountains of one of the worlds most beautiful countries, France. 189 men, riding $5000 bicycles embark on a journey which will cover the flat lands of the north, and the treacherous mountain passes of the Pyrenean and Alpine mountain ranges of the south, totaling 3282 kilometers with only 2 rest days, each stage averaging 164 kilometers, for 22 days the race will be shaped by crashes, attacks, clash of wills and the struggle to be #1. For many, the race started on July 6 2002. But for one man, the race for his life began in the fall of 1996 Some of the most successful people in life have had to overcome disadvantages and obstacles that most others take for granted. I think Lance Armstrong is one of those successful people. Lisa, Lance's mother, knew things wouldn't be easy for him because she was only 17 when he was born and his father was never in the picture. She raised him enforcing an unbending rule: " make every obstacle an opportunity." Lance developed a love for endurance sports at an early age. He joined a local swim club when he was in the fifth grade and he trained with a coach that Lance says to this day is one of the best coaches he has ever had. When Lance was 13, he started riding a bike to swim practice. His daily workout routine consisted of 6 miles in the water and 20 miles on the bike. Pretty soon Lance became known all around the country because he was already a professional triathlete at the age of fifteen. Lance and his mom would travel all over Texas and other southern states entering as many race s as possible. When he was sixteen years old he was making about $20,000 a year racing. By the time he was a senior in high school his main interest was cycling. That year he was named to the U.S. national cycling team and he left home to g Sports Heroes In the world of sports, heroes are made each day. Some ...

Zora essays

Zora essays Zora Hurston writes a fascinating piece called "How it feels to be Colored Me". In this piece she tells of the days before and after she became colored. In the days before she knew of only one difference between white and blacks. She never paid much mind to the fact that the rest of the community reacted differently, she did what she wanted. It is the same for most kids at her age. They never really understand what is happening in the world around them until the world around them believes they're old enough to hear the When Hourston turned thirteen she was sent to a school in Jacksonville. She left her home as Hourston and enter Jacksonville as a little colored girl. Hourston made the point that she didn't mind the label the whites put on her. She wouldn't get depressed or let it bother her like the other blacks did. She made the comment "I do not belong to the sobbing school of Negrohood who hold that nature somehow has given them a lowdown dirty deal and whose feelings are all hurt about it." She makes a very good point here that African Americans tend to have the attitude that they were ripped-off. They blame everything bad that happens to them on the color of their skin. The world has changed but to this day some will sit back and ponder your last response wondering if that was a subtle insult brought upon by the color of their skin. In the piece "How it Feels to be Colored Me" Hourston also describes an experience she had with a white person that made her feel the true color of her skin. She talks about the music making her feel as if she's in a jungle. "My face is painted red and yellow and my body is painted blue. My pulse is throbbing like a war drum." She is feeling so many different emotions from the music yet these emotions are not shared with the white man sitting next to her. "He is so pale with his whiteness then and I am so colored." She feels the color of their skin makes th...

The Online Profits Training Program Is Open

The Online Profits Training Program Is Open The Online Profits Training Program Is Open The Online Profits Training Program Is Open By Daniel Scocco After I mentioned the 10 Deadly Business Mistakes You Should Avoid report last week some readers emailed me saying they were interested in joining the training program. If you are among those, you can do so today, as we just opened the doors to 300 more members. Just visit OnlineProfits.com to get all the details and signup. The number of spots is limited because I personally answer to all the questions that members post on our private forum, and this takes a lot of time. We also prefer to keep a limited number of members joining at every launch because it becomes easier to manage customer support and to make sure that no client will get disappointed. Finally, if you are not sure what Online Profits is about, it is basically an Internet marketing training program that will teach you all you need to know to start building websites and online businesses. I am the founder, but the training material was created by ten world-class experts, each with a different expertise. The training modules range from domain names to affiliate marketing, from social media to search engine optimization. Check it out if you thing it could be the right program for you. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire Youâ€Å"As Well As† Does Not Mean â€Å"And†Grammar Review #1: Particles and Phrasal Verbs

Business Environment Assignment Example | Topics and Well Written Essays - 1000 words

Business Environment - Assignment Example On the manufacturers side of equation the pricing and output decisions are determined by the quantity demanded. Hence, we can assume with much use of common sense that an increase in the price of Coca Cola would eventually lead to a decrease in its quantity demanded. The same fact can be illustrated by the use of the demand curve that has a downward slope (Figure 1) which signifies that greater the increase in the price of the entity, lower will be the quantity demanded. In other words price and quantity demanded are inversely proportional (Management Study Guide, 2008). The supply side of business also plays a major role in determining the output decisions. Supply decisions are primarily dependent on the profit potential. Building upon this factor we can verify that an increase in the market price of a product would lead to an increase in the supply of it in pursuit of a greater profit potential (Riley, 2006). This goes on to show that the supply of the products of a business is directly proportional to the price of the product (Case Karl E., 2009). The supply curve is hence upward sloping (Figure 1). There is however always a constraint in terms of the extent to which the business can expand its supply side as it either may be restricted by its scale of operations or the capacity or resources in the short run. Nevertheless, the business can expand its operations’ scale after having accumulated enough wealth in the long run (Harper, 2010). At anyone instant, the market can be subject to one of the following three conditions: Demand Excess (qu antity demanded > quantity supplied at current price) Supply Excess (quantity supplied > quantity demanded at current price) Equilibrium (quantity demanded = quantity supplied at current market price) These three market conditions also play a major role in determining the output and pricing decisions of the business because if there an excess demand then there is a tendency for the price of the product to increase as the demanders would be in competition to gain the limited supplies. If however, the market conditions are on the excess supply side of equations then the prices are likely to decline. If there equilibrium in the market place then no price change would occur (Investopedia, 2011). Figure 1 SECTION B The basic forces of demand, supply and price fluctuations are the ones that govern the organizational responses in all sorts of businesses be it related to medicine, or farming, or production of shoes or computers. All the businesses play to their cards to these forces. The ma rket is governed by the behaviour of both the producer and consumer sides of picture (Basic Economics, 2011). Having elaborated in section 1, we can now reasonably presume that a decrease in price is likely to increase the demand of the product. That is, if at the rate of making a call was 6$, a hypothetical person named Paul would call his mother in another town only once. But if the price if dropped to 3$ per call then Paul would be able to make double the amount of calls on the same price increasing the utility of it. On the other hand, one can take the example of a telecom company named Warid in Pakistan. Having noticed that the call rate at the night time was low and their profit margins were relatively less at that period of time, the company introduced a new ‘Glow’ package offering its customer base to make a call for 3 PKR per hour from 12AM to 7AM which would otherwise cost four times more without this offer (Warid, 2011). As a result of this,

Net Present value Essay Example | Topics and Well Written Essays - 1250 words

Net Present value - Essay Example There are various methods available for appraisal of a project like Net Present Value, Pay back period and others. Here we are using NPV and payback method to analyze the project. Let us start with NPV method. NPV method recognizes the fact that a pound today is worth more than a pound tomarrow. NPV is ‘a calculation in dollars of the present value of all future cash flows from a project. It is roughly analogous to the concept of profit.’(Gary Heerkens, page 59) The total production per week is 1000 units and accordingly 52000 units for the year. As per information provided the contribution or profit per units will be  £0.20 and as the sale for the year is 52000 units, total contributions towards profit is  £10400. As the fixed operation cost will get reduced to  £ 20000 on installation of equipment, the contribution after meeting variable cost would be £ 30400 for each of 10 years except for 5th year, when the unit will be closed for overhauling for 4 weeks. In the fifth year the contribution will be  £29600. As there will also be an overhauling cost of  £8000, the net profit will reduce to  £1600 as compared to  £10400 in each year. However, in the 10th year the residual value of equipments of  £1000 will increase the profits to  £11400. These profits represent cash inflows for each year as depreciation on equipment has not been considered for calculation of such profits. These cash flows have been discounted at the rate of 20% (PVIF table multipliers for each year) in order to calculate the present value of cash inflows from the project.

Imprisonment Rates Essay Example | Topics and Well Written Essays - 1000 words

Imprisonment Rates - Essay Example Chapter two presents the real statistical data as it relates to the actual crimes investigated. Here the categories of crimes i.e. violent crime and Property crimes together with the places of their occurrence are recorded and studied. The analysis offers a critical analysis of the criminal data provided assessing their validity and also offers a better understanding of the reality as presented by other researchers. Here, a contrast is drawn when comparing the various sources used In the recent past, crime in Western Australia has been on a downward trend even as the volume and rate vary widely. This has been studied through the Australian Crime: Facts & Figures which employs information gathered from a wide range of sources to generate a holistic and accurate description of criminal justice issues and crime in Western Australia. This work presents extensive information on the trends and patterns concerning specific crimes and the location of criminal acts. The information given here follows consent given by the criminal justices agencies including the Western Australia police department and correction agencies and the district court of Western Australia. Most basic information comes from administrative collections like the police and courts that are entitled to maintain data on the population coming into contact with the criminal justice system. In this study the Western Australia police department and correction agencies and the district court of Western Australia offered a great deal of information. Additional information was collected from Crime victimization surveys used to prepare an annual edition of Australian crime: Facts & figures. This includes the Crime Victimization survey carried out by the Australian Bureau of Statistics (ABS) and the Drug Use Monitoring in Australia survey conducted by the AIC. Violent crimes take in cases of assault, homicides, robbery and kidnapping, sexual assault. Here it should be noted that

Globalisation Transationals and Economic Policy Essay

Globalisation Transationals and Economic Policy - Essay Example 136-137). Assuming that Boeing has a headstart, the likely outcome is that of Airbus deciding not to produce the aircraft, in favor of 0 loss, rather than to enter the market against Boeing, in which both firms would each incur losses amounting to -5. However, once Europe decides to subsidize Airbus, the outcome of the game shifts in favor of Airbus, and it can decide to go head-on with Boeing in the market, earning profits while Boeing incurs losses. Moreover, should Boeing decide to not produce as it would be incurring 0 loss in this, Airbus by producing the aircraft would allow it to raise its profits from 0 loss in the previous scenario with no subsidy to 110 profits post-subsidy by Europe. Krugman further notes that out of this, 100 represents a gain of national income for Europe, and conversely, a loss of the same amount for America. This shows that under some circumstances, a country can lift its welfare by supporting its own firms against foreign competitors. At the same time , a domestic firm can lower the profits of other firms which wish to enter the domestic market. Another reason for strategic trade policy as the case above is when viewed from the possibility of existence of external economies - one in which it has been observed that innovative firms, with huge investments in R&D fail to "appropriate fully the knowledge they create". This case is not evident in "perfectly competitive models" as when increasing returns is tied with economies of scale in markets with imperfect competition. The argument for strategic trade policy based on externalities however need not affect other countries' welfare negatively - as when governments choose particular industries or firms to support. However, this is not the case when externalities are at the national level, in which clearly free trade is at the mercy of a government's protectionist policies. Pursuing a strategic trade policy is limited by at least three factors that make it a less desirable option. First, external economies are difficult to measure, measurement of which is needed to formulate interventionist policies (i.e. difficult to measure the exact external benefit of say, a $10 investment in R&D). Second, rent-seeking firms could water down the gains from interventionist policies. Third, a country's considerations for its economy overall adds greatly to the empirical difficulty of formulating strategic trade policies (that is, "a country cannot protect everything and subsidize everything"). The above considerations however, according to Krugman do not render the pursuit of strategic trade policy undesirable. In most cases, they point to caution as to the difficulties are due to empirical considerations - and yet, governments are not altogether, lacking in information. In what sense, of any, is it appropriate to consider that international trade in today's world is free International trade in today's world can be considered free to a certain extent by measuring the progress done compared to the past. For example one indicator suggests that the pace of international tra

Povery is a cause of illiteracy Research Paper Example | Topics and Well Written Essays - 750 words

Povery is a cause of illiteracy - Research Paper Example Illiteracy is the consequence of lack of education. In today’s world, literacy is especially significant for growth of a society as well as individual. Though there are many countries where illiteracy rate is almost zero percent, there are quite a few countries which are struggling to eradicate illiteracy by educating mass number of people. Illiteracy can be of two types, one is adult illiteracy and another is children illiteracy. There is no one and only cause for illiteracy, but biggest reason for illiteracy is poverty. People who are deprived of adequate amount of food generally are engrossed with the thought of getting food in order to survive. A person is incapable to concentrate on acquiring education with an empty stomach. People who are living below poverty line are unable to educate their children because they can’t meet the expense of the cost of education and thus compel them to work for food (Wagner, â€Å"Literacy and Adult Education†). Poverty and I lliteracy Poverty and illiteracy are interlinked with each other. Poor people are not capable to attain enough money to provide adequate education to their children and without proper education they become constrained to a life of poverty. Poverty can be of two types: Absolute Poverty: Absolute poverty is referred to as the deficiency of financial resources essential to maintain a certain minimal level of standard of living. The absolute poverty is based on aspects such as minimum financial resources required to fulfill basic needs or minimum income level needed to buy necessary food (Berg, â€Å"Poverty and Education†). Relative Poverty: Relative poverty is partially determined by means of the society where the person lives. For example, someone who is not considered as poor in Africa may be considered poor in America (Berg, â€Å"Poverty and Education†). Both kind of poverty is related to illiteracy. Inadequate financial condition may result in irregular attendance a t schools in developed countries. The relative poverty can lead any person to be excluded from society or a particular school community. This segregation affects in acquiring the full benefit from education and thus benefit of education into employment. Relative poverty also impacts the motivation to perform well in education or to participate in any educational event. The absolute poverty in many developing country normally have high illiteracy level. A number of children are unable to complete their primary education and a few are not even able to start their primary education. Absolute poverty results in poor conditions for education such as inadequate books, lack of electricity and no places for learning. Poverty leads to poor nutrition to children which affect the learning ability of children. According to Global Monitoring Report EFA in Sub–Saharan–African region, ‘more than a quarter of children’, who are below the age of five are malnourished due t o improper nutrition and poor diet and thus unable to attend or concentrate on school studies. Good nutrition and improved physical condition possess strong beneficial effect on children’s leaning ability and this is the reason poor children hardly concentrate on their education. Inadequate resources, unstable environment of learning and financial insecurity often lead to emotional stress in poor families which impact the level of education of children

The effectiveness of public managers Essay Example | Topics and Well Written Essays - 3000 words

The effectiveness of public managers - Essay Example The chief executives and legislatures have several powers over the agencies. These powers involve the fact that they have the power to respond to the democratic institution. They achieve this by creating the equilibrium between the laws while recognizing the democratic needs of the citizens. They have the authority to hold public forums in which the citizens can openly share the problems affecting them. In such forums, the citizens are allowed to give their suggestions, and it is upon the administrators to act on them or to ignore them on the basis of the laws. The public administrators are required to implement the laws and act as an example to the citizens. In order to embrace responsive administration, it is the duty of the public administrators to ensure that they create a suitable environment. This enables them to come up with suitable power structures, organizational design, and the laying of suitable strategies that will strengthen the need for democratic standards within and without the organization. Public administrators have the power to acknowledge the organizational structure and come up with ways that will guarantee an independent society. It is a requirement for the public administrators to be accountable for their respective duties, but they have the powers to ignore the requirements of the society and their representatives. Good governance is achieved when the public administrators are able to visualize and properly interpret the interests of the citizens and ensure that the issues are timely addressed.

Povery is a cause of illiteracy Research Paper Example | Topics and Well Written Essays - 750 words

Povery is a cause of illiteracy - Research Paper Example Illiteracy is the consequence of lack of education. In today’s world, literacy is especially significant for growth of a society as well as individual. Though there are many countries where illiteracy rate is almost zero percent, there are quite a few countries which are struggling to eradicate illiteracy by educating mass number of people. Illiteracy can be of two types, one is adult illiteracy and another is children illiteracy. There is no one and only cause for illiteracy, but biggest reason for illiteracy is poverty. People who are deprived of adequate amount of food generally are engrossed with the thought of getting food in order to survive. A person is incapable to concentrate on acquiring education with an empty stomach. People who are living below poverty line are unable to educate their children because they can’t meet the expense of the cost of education and thus compel them to work for food (Wagner, â€Å"Literacy and Adult Education†). Poverty and I lliteracy Poverty and illiteracy are interlinked with each other. Poor people are not capable to attain enough money to provide adequate education to their children and without proper education they become constrained to a life of poverty. Poverty can be of two types: Absolute Poverty: Absolute poverty is referred to as the deficiency of financial resources essential to maintain a certain minimal level of standard of living. The absolute poverty is based on aspects such as minimum financial resources required to fulfill basic needs or minimum income level needed to buy necessary food (Berg, â€Å"Poverty and Education†). Relative Poverty: Relative poverty is partially determined by means of the society where the person lives. For example, someone who is not considered as poor in Africa may be considered poor in America (Berg, â€Å"Poverty and Education†). Both kind of poverty is related to illiteracy. Inadequate financial condition may result in irregular attendance a t schools in developed countries. The relative poverty can lead any person to be excluded from society or a particular school community. This segregation affects in acquiring the full benefit from education and thus benefit of education into employment. Relative poverty also impacts the motivation to perform well in education or to participate in any educational event. The absolute poverty in many developing country normally have high illiteracy level. A number of children are unable to complete their primary education and a few are not even able to start their primary education. Absolute poverty results in poor conditions for education such as inadequate books, lack of electricity and no places for learning. Poverty leads to poor nutrition to children which affect the learning ability of children. According to Global Monitoring Report EFA in Sub–Saharan–African region, ‘more than a quarter of children’, who are below the age of five are malnourished due t o improper nutrition and poor diet and thus unable to attend or concentrate on school studies. Good nutrition and improved physical condition possess strong beneficial effect on children’s leaning ability and this is the reason poor children hardly concentrate on their education. Inadequate resources, unstable environment of learning and financial insecurity often lead to emotional stress in poor families which impact the level of education of children

Solutions for Renewable Water Sources in Desert Regions of the World Essay

Solutions for Renewable Water Sources in Desert Regions of the World - Essay Example Water scarcity is increasing and there should be sustainable solution to provide water for the urban as well as rural regions. Desert Regions have less sources of renewable water and Green solutions have the capability to provide water for the desert regions of the world. The main objective of the paper is to â€Å"Give solutions to reduce or limit water scarcity in desert regions of the world†. Water resources The planet ‘Earth’ is covered with about 71% of saline water that cannot be utilized by humans for readily use. Although, oceans and seas contribute much in providing life for the marine creatures that are beneficent for humans and balance of the planet, but the water cannot be utilized in the pure state. About 97% water present on water is salty and remaining 3% is fresh. The most part of the fresh water content about 68.7% remains frozen in the shape of glaciers, and mountainous ice caps and 30.1% are conserved by nature in ground (Ground water). The rema ining 0.9% is in the form of lakes and rivers and available of humans, animals’ and plants’ use. Thus, there is a little portion of water that is available for human use, and there is a need to develop strategies and methods to conserve water for the future of the human race and for the future of the planet (Reisner, 438-442). Image Source: Chenje, nd Water scarcity is rising due to the impact of climate change. On the other hand, humans have done fewer efforts in developing technologies and strategies to conserve the water resource with the increase in the population. Renewable water resources are the resources of water that generate water through natural or artificial processes by utilizing the waste water. Rivers, Lakes and streams are the renewable water resources, where water is maintained by the natural process of rain. Renewable resources can also be considered as the fresh water resources (Reisner, 438-442). Water Scarcity Water stress has a deep relation with the size of the population and the resources the region has. The ration depicts a region is facing the water stress if the region’s water sources are unable to provide 1700 cubic meters of water to single person on an annual basis (Howard, n.p). However, if the water sources are unable to provide 1000 cubic meters of water to a person annually, the region is considered to be facing water scarcity (Webb 51-57). On the other hand, if the supply water drops lower than 500 cubic meters, the regions is considered to be facing absolute scarcity that can unable to provide enough drinking water to a person. On the other hand, the quality of water has an inverse relation with the water scarcity. People will compromise on the quality of water in water scar regions. Water scarcity is directly related to the food scarcity as crops are also unable to survive without water. Image source: Accessed from www.revolve-magazine.com A report by United Nations Department of Economics and Social Af fairs (USDESA) writes â€Å"Around 700 million people in 43 countries suffer today from water scarcity† (Un.org, n.p). In another place, the Report predicts â€Å"By 2025, 1.8 billion people will be living in countries or regions with absolute water scarcity, and two-thirds of the world's population could be living under water stressed conditions† (Un.org, n.p). The corresponding report depicts that the most stressed regions of the world are Sub Saharan Africa, the Middle East and in the Desert regions of Arizona and Nevada in the United States. The Report

Student SSCP Domain Research Paper Essay Example for Free

Student SSCP Domain Research Paper Essay For Richman Investments the users are the biggest threats so I would give access keys in various levels and to various departments. With that being said I would set renewal of password anywhere from 28 days to 6 months apart depending on department and job in the company. Have basics such as firewall and full antivirus software as well as restricted upload and download abilities. Administrators could have the option of layering security by enforcing the use of PIN numbers, hardware tokens, client certificates and other forms of secure authentication on top of AD or LDAP (Lightweight Directory Access Protocol). After implementation of several security policies, I would create a SSL (Secure Socket Layer) VPN (Virtual Private Network) network, a form of VPN that can be used with a standard Web browser. In the traditional Internet Protocol Security (IPsec) VPN, an SSL VPN does not require the installation of specialized client software on the end users computer. Its used to give remote users with access to Web applications, client/server applications and internal network connections. SSL VPN doesn’t require specialized client software on the user computer. For site to site we would just use VPN to secure the network data and encrypt it for security measure. An SSL VPN offers versatility, ease of use and granular control for a range of users on a variety of computers, accessing resources from many locations. There are two major types of SSL VPNs. SSL Portal VPN is a type of SSL VPN allows for a single SSL connection to a Web site so the end user can securely access multiple network services. The site is called a portal because it is one door (a single page) that leads to many other resources. The remote user accesses the SSL VPN gateway using any modern Web browser, identifies the user to the gateway by using an authentication method supported by the gateway and is then presented with a Web page that acts as the portal to the other services.SSL Tunnel VPN is another type of SSL VPN that allows a Web browser to securely access multiple network services, including applications and protocols that are not Web-based, through a tunnel that is running under SSL. SSL tunnel VPNs require that the Web browser be able to handle active content, which allows them to provide functionality that is not accessible to SSL portal VPNs. Examples of active content include Java, JavaScript, Active X, or Flash applications.

Theories Of Implicit And Explicit Knowledge English Language Essay

Theories Of Implicit And Explicit Knowledge English Language Essay The distinction between implicit and explicit knowledge is of great significance for language teaching. The theoretical models emerging from SLA research have taken up differing stances on the interface between implicit and explicit knowledge in the L2 learning process. With reference to these stances, two points of particular interest to L2 classroom instruction are: which type of knowledge contributes more effectively to learning and which type of teaching, explicit or implicit, provides more assistance to the L2 learning process. This paper discusses some of the influential theories of implicit and explicit knowledge; how the two types of knowledge contribute to learning; and the impact of theory on classroom instructional methodologies. Although both types of knowledge can refer to different aspects of language, this paper focuses particularly on grammar for two reasons: firstly due to space limitations, and secondly because of its importance to language pedagogy. The paper starts by defining the two types of knowledge and providing an overview of what the corresponding learning and teaching aspects of this knowledge entail. The theories that are then discussed have been grouped according to their stance on how the two types of knowledge interface. Along with a brief description of the theories I will also look at their implications on classroom instruction. The paper concludes by reviewing form focused instruction, which is a good example of how ideas emanating from theory have influenced teaching approaches by integrating the artificiality of learning into a more natural process. 2. Defining the implicit/explict dichotomy 2.1 Implicit knowledge, learning and instruction Implicit knowledge is commonly associated with a learners linguistic competence (Ellis, 2005a). Literature on psychology and SLA research uses several overlapping terms to refer to this knowledge, for example, unconscious knowledge, intuitive knowledge/awareness, epilinguistic behaviour, spontaneous/ automated knowledge, or procedural knowledge/rules/memory. Bialystok (1981) offers the following description of implicit knowledge: The general form in which information is represented allows us to know things intuitively without being aware of the formal properties of that knowledge. For example, we know a great deal about language that defies mental examination, but the knowledge is demonstrated by our ability to produce correct, coherent utterances. Implicit knowledge underlies the fluent language skills usually associated with native speakers (Hulstijn, 2007), who have an ability to notice grammatical errors without necessarily being able to explain the rules causing them. Ellis (1994) suggests that this knowledge can be broken down into two sub-categories: formulaic knowledge consisting of pre-fabricated chunks of language; and rule-based which consists of general and abstract structures which have been internalised. Both these sub-categories are stored unconsciously and only become apparent when the language is produced in communication (ibid). Within the brain, implicit knowledge is not restricted to one specific area, but is spread over different regions of the neocortex (Paradis, 1994). Implicit learning is the forming of implicit knowledge, and is a natural process of acquiring new knowledge unknowingly, and in such way that the knowledge is difficult to verbalise (Ellis, 1994). For example, a learner may unwittingly learn a grammatical rule while working on a meaning focused activity, or notice a structural pattern during a short-term memory task. This learning takes place automatically whenever information is processed receptively, and once the process is initiated, the learner cannot choose not to encode the input (Hulstijn, 2007). Classroom instruction is considered implicit if rules are not presented and learners are not required to attend to forms (Norris and Ortega, 2000). Examples of implicit instruction include high frequency input, interaction, and recasts (Spada, 2010). Grammatical and lexical resources are a means to an end, and considering the general consensus that development of implicit linguistic knowledge results in language acquisition, the ultimate aim of classroom instruction should be to facilitate this development (Ellis, 2005b). Even though there is still disagreement on how implicit knowledge is acquired, it is generally accepted that communicative activities play an essential role in the process; therefore communicative tasks could be an effective instructional tool when the language learning focus is on implicit knowledge (ibid). 2.2 Explicit Knowledge, learning and instruction Explicit knowledge refers to different aspects of language, including grammatical, phonological, lexical, pragmatic and socio-cultural (Ellis, 2005a). As with implicit knowledge, several overlapping terms have been used to refer to L2 explicit knowledge, for example, language/metalinguistic awareness, analysed knowledge, conscious knowledge, declarative knowledge, learned knowledge, or metagrammar. Ellis (2004: 244) gives an extended definition of explicit knowledge as: Explicit L2 knowledge is the declarative and often anomalous knowledge of the phonological, lexical, grammatical, and sociocritical features of an L2 together with the metalanguage for labelling this knowledge. It is held consistently and is learnable and verbalisable. It is typically accessed through controlled processing when L2 learners experience some kind of linguistic difficulty in the use of the L2. Learners vary in the breadth and depth of their L2 explicit knowledge. Explicit learning is a conscious, deliberate process of structuring explicit, verbalisable knowledge, which can take place while learning concepts/rules in the classroom or it may be initiated independently (Hulstijn, 2007), for example, when a learner refers to a grammar book to find the past participle of a particular verb. This type of learning requires a degree of cognitive development, therefore it is unlikely to take place in early childhood (ibid). Explicit knowledge is said to reside, or at least processed in a specific area of the brain (the medial temporal lobe, including the hippocampus), which is separate to the areas where implicit knowledge is stored (Ullman, 2001). Norris and Ortega suggest that explicit instruction exists along a continuum, from instruction which is more to that which is less explicit (Norris and Ortega, 2000). A deductive approach to classroom instruction is an example of a more explicit from of instruction, where rules are explained before a structure is presented in context. An example of a less explicit form is inductive instruction, here learners are asked to attend to and make metalinguistic generalisations on a form which has already been presented in context (ibid). 3. The implicit/explicit interface The contradictory claims regarding the dichotomy of implicit and explicit knowledge have focused mainly on how these two types of knowledge interface. The interface hypothesis presents three positions which argue the extent to which explicit knowledge is involved in L2 acquisition. 3.1 The non-interface position At a certain age children stop using their language to communicate and begin to look at it reflectively (Tunman and Herriman, 1984). Childrens use of explicit knowledge is considered to exhibit different levels of consciousness depending on their literacy skills, whereas their acquisition or use of implicit knowledge shows little variation (Ellis, 2004). This implies therefore, that knowledge which initiates conscious or explicit linguistic behaviour is distinct from that unconscious or implicit knowledge which characterises natural language use. Krashen (1982), Paradis (1994) and Schwartz (1993) claim that acquired and explicitly learned L2 knowledge does not interface, arguing that the former is responsible for language fluency, and the latter is only useful to monitor communicative output. Paradis (1994) also rejects the possibility of explicit knowledge converting directly into implicit knowledge, or vice versa. He suggests that since these two types of knowledge exist in neuroanatomically distinct memory systems, they can interact but transfer of knowledge from one to the other is unlikely (ibid). Krashen (1982) argues that formal teaching of grammar is unnecessary as it has no effect on language acquisition, and explicit L2 knowledge may never actually convert to implicit knowledge. In addition he suggests learners have little ability to learn grammar. Similarly, Truscott (1996) adds that the only benefits of formal grammar instruction are in preparing learners for assessment which look to measure explicit metalinguistic knowledge rather than communicative ability. In his input hypothesis Krashen states that like L1, L2 acquisition is also a natural process which occurs implicitly while a learner is exposed to comprehensible L2 input (Krashen, 1982). If learners are motivated, they will naturally follow an in-built syllabus to develop their inter-language, and using an intuitive process of trial and error, eventually acquire the L2 (Ibid). Krashens theory was the inspiration behind the natural and communicative approaches to language teaching. Counter to Krashens claims, evidence from research has shown that despite immersion in the L2, learners continue to make grammatical errors. A study by Harley and Swain (1984), for example, showed that immersion students relying purely on comprehensible input were unable to achieve high levels of language proficiency. Effect of L1 transfer is a possible reason why implicit learning processes are less effective for L2 (Ellis, 2008). Unlike a newborn infant, the L2 learners neocortex is already configured and optimised for the L1 (ibid). L2 processing and automatisation therefore occur non-optimally, as they have to rely on implicit L1 representations (ibid). A weaker form of the non-interface position suggests a possibility of implicit knowledge being transferred to explicit knowledge through conscious reflection and analysis of implicitly generated output (for example, Bialystok, 1982). Similarly, Ellis (1994) also argues for a seperateness of the two types of knowledge, he proposes a connectionist account of implicit knowledge as a complex interconnected network which is neurologically detached from explicit language knowledge. However, he suggests that the two types of knowledge may be derived from each other and that they can interact during language use (ibid: 235). 3.2 The interface position The non-interface position has been attacked both theoretically and empirically by other SLA researchers, who have addressed the role played by explicit knowledge in language acquisition. Sharwood Smith (2004), for example, uses the interface hypothesis to argue that explicit knowledge can be gained from implicit knowledge, and similarly explicit knowledge can be transformed to implicit knowledge using: contextualised communicative practice, repeated use and corrective feedback. Taking a strong interface position, the skill building theory (DeKeyser, 2003) suggests that a procedularised form of explicit knowledge is functionally equivalent to implicit knowledge when learners are given plenty of opportunities to engage in meaningful communicative practice. This practice is an essential step in proceduralising the target language for spontaneous use; hence it is important that learners are motivated to engage in this process through non-threatening feedback (Faerch, 1986). Many studies have provided empirical evidence to justify the role of explicit grammar teaching. Ellis (1994), for example, has shown that explicit language instruction leads to faster learning, and that adhering to an implicit focus on meaning fails to provide high levels of competence. However, for grammar instruction to be effective, some researchers have found that a careful selection and sequencing of rules is essential, as well as a determination of the learners linguistic readiness to accept a new grammatical item (Ellis, 1994; Fotos, 1994). The grammar translation and cognitive approaches, which were popular in the 1960s and 70s are typical examples of explicit teaching methods. These methods were influenced by the belief that an explicit knowledge of grammatical rules precedes their use (Ellis, 2008). The PPP model is another instructional approach taking an interface stance. PPP emphasis a focus on form, and stipulates that a language feature should be: explicitly presented, then practiced and finally produced in order to procedularise the feature. Swan (2005) sees PPP as a useful approach for presenting and practicing language structures under semi-controlled conditions. However, PPP is now widely seen as lacking a firm basis in SLA theory, its linearity and behaviourist nature fails to take into consideration the stages of developmental readiness that a learner goes through (Ellis, 2003); and its systematic instructional approach is unlikely to lead to acquisition of the language feature taught (Skehan, 1996). 3.3 The weak interface position A weak interface position proposed by some theorists, suggests the possibility of transferring knowledge between the implicit/explicit systems. Two popular processing models from cognitive psychology which take a weak-interface position are McLaughlins (1987) information processing model, and Andersons (1983) ACT model. The information-processing model proposes that complex behaviour evolves from simple modular processes that can be isolated and analysed independently (McLaughlin, 1987). Within this framework L2 learners use controlled processing, requiring a lot of attentional control to generate language sequences, which are then stored in short-term memory (ibid). Through repeated activation, these sequences become automatic and are transferred to long-term memory, where they can be accessed with minimal attentional control (ibid). Based on a similar viewpoint, the ACT model (Anderson, 1983), suggests that declarative knowledge (knowing that something is the case) leads to procedural knowledge (knowing how to do something). Three types of memory are defined in this framework: a working memory (similar to short-term memory), and two types of long-term memory, declarative and procedural. Anderson maintains that during learning, declarative knowledge becomes procedural and automatised, and that both types of knowledge are stored differently (ibid). A learner might start of by studying a rule (for example, Use a and an when the following word starts with a consonant or vowel, respectively), but every time a phrase containing this rule is produced or received, the phrase is stored as an instance in memory (Logan, 1988). Increasing encounters with these instances raises their activation levels to such an extent that eventually retrieving a stored instance will be quicker than applying the rule (ibid). Other versions of the weak interface position also support a possibility of knowledge transfer but set restrictions on when and how this transfer can take place. Pienemann (1989), for example, argues that learners cannot transmit knowledge between the two systems until they are ready to acquire the linguistic form. Ellis (1994) claims that explicitly teaching declarative rules can have a top-down impact on perception, leading to saliency of the taught language features. Learners are then able to notice the feature during input, and by comparing it with their output can consciously notice the gap (ibid). Explicit knowledge in this case acts as a stimulus in activating conscious awareness and the subsequent storage in long-term memory (Ellis, 2005b). The significance of explicit knowledge in this case is not so much as a contributor to acquisition, but as a detector of specific language features in the input. Ellis suggests consciousness raising (CR) as a way of setting a linguistic focus to tasks, and encouraging learner autonomy by requiring learners to derive explicit grammar rules independently (Ellis 2005b). CR raising tasks can be inductive or deductive, in the former learners are expected to induce an explicit representation of a rule, whereas in the latter the rule is provided at the beginning of the task (Ellis et al., 2003). The main aims of CR tasks are to involve learners in goal-orientated communication and to encourage the development of explicit knowledge (ibid). 4. Form focused instruction (FFI) FFI consists of a number of approaches to teaching that advocate a focus on both meaning and form (for example, Doughty and Williams, 1998; Lightbown and Spada, 1990). The distinction between the various types of FFI is that some are implicit in nature, and others are more explicit. Ellis (2001) defines FFI as a type of instruction which includes any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form. Long (1991) distinguishes between two types of FFI: focus on formS (FonFs) and focus on form (FonF). The former involves teaching discrete grammar points according to a synthetic syllabus leading to a preselected linguistic target (ibid). FonFs is regarded as an explicit form of FFI (Housen and Pierrard, 2005) and is more in line with the interface position. A typical example of a FonFs approach is the PPP model. FonF on the other hand is a more implicit form of FFI (ibid), and aims to overtly draw the students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication (Long, 1991: 45). FonF is based on the idea that first and second language acquisition are similar in that they both rely on exposure to comprehensible input from natural interaction (ibid). However it also takes into account important differences: that learners cannot acquire many of the grammatical aspects of language through exposure alone, and that this needs to be balanced by providing a focus on grammatical as well as communicative aspects of the second language (ibid). The instructional activities associated with the FonF approach involve a mixture of implicit and explicit techniques, for example: input enhancement where a target form is highlighted for awareness; and a structure-based task (Fotos, 2005) which requires the completion of a meaningful task u sing the target form, before the latter is explicitly taught and practiced further. Long (1991) contends that FonF instruction may be more effective than a focus on meaning (FonM) or a FonFs approach, because it is more consistent with the findings of SLA research. From a psycholinguistic perspective a FonF teaching in the classroom is justified for three main reasons: FonM may be useful in developing oral fluency, however it fails to provide high levels of linguistic or sociolinguistic competence (Ellis et al., 2003). The FonM approach is based on Krashens (1981) hypothesis which states that all that is needed to acquire a language is extensive exposure to rich comprehensible L2 input. However, while researching literature comparing instructed with uninstructed learning (FonM), Long (1991) found that instructed learning was much more effective in achieving high proficiency levels. A FonFs approach is based on the idea that classroom L2 learning is derived from cognitive processes and therefore involves the learning of a skill (Ellis et al., 2003). However empirical evidence (for example Pienemann, 1989) suggests that a FonFs approach does not guarantee that learners will develop the ability to restructure their interlanguage. Studies have shown that classroom learning follows a sequentially similar acquisition process as natural learning (Ellis et al., 2003). However, in the classroom learners may follow an inbuilt syllabus, allowing them to benefit or acquire only those aspects of FFI for which they are linguistically ready (ibid). Therefore deciding on which language feature learners are ready to acquire may pose a difficulty for FonFs instruction. A FonF instruction draws attention to the target form through a contextually meaningful communication, allowing the learners to develop their fluency and accuracy (Ellis et al., 2003). FonF is pedagogically efficient in that it can focus specifically on those language features that either need clarification or are problematic at a contextually relevant moment (ibid). FonF also gives an opportunity to learners to receive feedback in a meaningful context, allowing them to notice the gap between their interlanguage and the negative evidence provided by the feedback (ibid). Johnson (1996), in his skills building theory suggests that feedback is most useful for learners when it is presented in real operating conditions. Corrective feedback exposes learners to the correct form and encourages them to produce it themselves; leading to a possible acquisition of these forms (Ellis et al., 2003). The above discussion supports the efficacy of FonF instruction; however the effectiveness of this method in some EFL contexts is doubted. In educational contexts where teachers are obliged to follow a tightly controlled syllabus, or where class size does not permit individual feedback, a FonF instructional approach may be difficult to implement (Poole, 2005). What this suggests is that pedagogical implications of SLA studies on implicit and explicit knowledge need to be related to different learning and teaching contexts. 5. Conclusion This paper discussed some of the prominent theories that have emerged from SLA research on implicit and explicit knowledge. As well as defining the two types of knowledge, their impact on the learning process and instructional practices were also highlighted. A look at focus on form instruction showed how the ideas from different theoretical viewpoints have merged to give a teaching approach which balances both implicit and explicit learning. Although research has shown that traditional explicit grammar instruction is unlikely to lead to the implicit knowledge needed for proficiency in a language, there is still a lot of controversy regarding the best alternative (Ellis, 2006). The conflicting views on the overall role of implicit and explicit knowledge in SLA point to the complexity of the issue and suggest that a thorough understanding is still evolving. Ellis (2008) suggests that because consciousness and linguistic knowledge are so difficult to conceptualise and operationalise, improving our insight in these areas is a major challenge. In order to help gain a deeper understanding, future research needs to collaborate with developments in other disciplines such as cognitive science and cognitive neuroscience (Doughty and Long, 2003).

Essay --

No, not again! I cannot be hungry, I just got finish with my dinner. Food is my best friend, it helps me get through my days and always make me happy. My Mother think’s I have no idea where she put the snack pantry keys, but I do. Once everyone is asleep in my house, I will sneak to get my favorite midnight snack Little Debbie double fudge chocolate chip brownies and a glass of chocolate milk. This is an example of twelve year old Ivy Michelle. She has been obese since a toddler. Her parents will give her anything she wants to prevent her from crying. Ivy now attends middle school and she experiences name calling from her peers, which has made her very unsocial with the kids around her. During physical education Ivy never gets called to play team sports because the kids would tease that â€Å"she’s too fat†, or â€Å"she would make them lose because her weight would make her tired†. This treatment has made Ivy have very low self-esteem about herself and makes her feel like an outcast. Weight plays an important role in everyone’s lives adult or child, it also plays a major role with our society and health issues. Eating habits and lifestyles have changed tremendously over the last decade which is leading the U.S. into a bigger obesity epidemic. Childhood obesity could because of genetics, improper eating habits with lack of or no exercise. Mothers and Fathers who are working more than they have time to tend to their children, trying to build a suitable life for their growing families never really have enough time to make sure their child(ren) is getting the proper amount of exercise and a nutritious meal daily. This is an issue that is going on all across America. This issue is contributing to our childhood obesity epidemic. According to Ce... ...ising they think of the old ways of exercising like jumping jacks or running. So, it is imperative to make exercising fun that way children could stay interested. Try things like kickball, dance, football, basketball, or soccer. It is also important for you to follow a healthy diet and exercise regime because children often follow the footsteps of parents and their peers. Make healthy eating and exercise a family fun project. Living the same lifestyle as your child could be the thing to get the job done and keeping them on a healthy lifestyle for life. Childhood obesity has grown over the last decade,children need to find ways to cope with obesity, and they need support from the all the people around them. Our job as a nation and parents is to protect, teach, love and guide children. Doing this things will help them overcome obesity and take control of their weight.

Education of the Henry Adams

â€Å"The Education of the Henry Adams† reviews Adams' and the United States's education and growth during the 19th century. Adams was an old man who had Puritan beliefs about sex and religion. In this autobiography, Adams voices his skepticism about man's newfound power to control the direction of history, in particular, the exploding world of science and technology, where all certainties of the future have vanished (anb.org, 1). Adams grew up in the United Stated where he was a Puritan. Puritans believed that sex (women especially) was just a form of fertility and reproduction; otherwise â€Å"sex was a sin† (Adams, 384). â€Å"American art, like the American language and American education, was as far as possible sexless† (Adams, 385). The only sculptures and paintings of women that Adams viewed with understanding were those like the Virgin Mary, who was always seen as non-sexual. For example, â€Å"America was ashamed of her†¦have strewn fig-leaves so profusely all over her† (Adams, 384). However, during this time of the technology revolution, women were beginning to be viewed differently, especially in Europe. Women were viewed as beautiful and mortal beings. People such as Rodin were representing women in paintings and sculptures sexually. Sex was becoming something more than just a means of reproduction. Suddenly Adams was far, far away from his Puritan custom-bound life. People were no longer motivated by religion, being saved by God, and going to heaven; science, technology, money, and power had taken over the drives of man. Religion (a common â€Å"scale† of the past) had taken the backseat to science, technology, money, power, and the new ideas and art of sex (all new â€Å"scales† of the present and the future). â€Å"In opposition to the medieval Virgin, Adams saw a new godhead-the dynamo-symbol of the modern history†s anarchic energies† (anova.org, 1). Adams desperately wanted to learn about the new world of technology, the â€Å"dynamos†, yet he felt helpless to find this new knowledge and to comprehend it. Adams was overwhelmed by the technology of the dynamos. When Adams saw the dynamo, it became a symbol of the future, of infinity (Adams, 380). â€Å"He began to feel the forty-foot dynamos as a moral force, much as early Christians felt the cross† (Adams, 380). Like the changes in art and sexuality, the technology was overtaking religion. The dynamo, to Adams, has become a symbol of the unknown, of the future without God and religion. This was Adams†s greatest uncertainty; going against all of his past and beliefs and moving on into the unpredictable future.

Grief Paper

TBaggett-Grief paper-unit8 Tina Baggett Kaplan University TBaggett-Grief paper-unit8 According to Hockenberry & Wilson (Hockenberry & Wilson, 2007, p. 139), there are four phases of grief and mourning. The first phase of grief is disbelief or denial. There is a feeling of dullness or having an â€Å"out of body† experience. At this time, one goes into the second phase. The second phase is overwhelming need to be with the deceased. These phases can last minutes or days. The third phase is a feeling of hopelessness and scattered thought processes.The person in this phase is usually despondent and may retreat to a void within oneself. Sometimes they feel in this phase that life has no meaning without the deceased at their side. The last phase is â€Å"reorganization, when the person begins to again find meaning in life, integrating the loss of the loved one into a renewed sense of normalcy† (Wacker-Guido, 2010, p. 139). There are four kinds of grief. The first type of grie f is disenfranchised grief; this is the result of a loss for which they do not have a socially recognized right, role or capacity to grieve.These socially ambiguous losses cannot be openly mourned, or socially supported. Essentially, this is grief that is restricted by â€Å"grieving rules† ascribed by the culture and society. The bereaved may not publicly grieve because, somehow, some element or elements of the loss prevent a public recognition. Disenfranchised grief occurs in three primary ways. The first way is the relationship is not socially recognized. The relationship is not based on recognizable kin ties (the death of a friend), or socially sanctioned, (a partner in a gay or lesbian relationship), the relationship exists primarily in the past (ex-spouse).The second way is that the loss is not socially recognized or is hidden from others. Not socially recognized losses include perinatal losses. Hidden losses include abortion, the loss of pet, and losses that result fro m causes other than death. The third way that disenfranchised grief may occur is where circumstances of the death or deaths that contribute to stigma and negative judgment by others. Forms of death that would fall into this category include suicide, abortion, death as a result of AIDS, and fatal drug overdose are all examples of this type of disenfranchisement.The second kind of grief is anticipatory grief. Anticipatory grief can be described as the normal mourning that occurs when a patient or family is expecting a death. Anticipatory grief has many of the same symptoms as those experienced after a death has occurred. It includes all of the thinking, feeling, cultural, and social reactions to an expected death that are felt by the patient and family. Anticipatory grief includes  depression, extreme concern for the dying person, preparing for the death, and adjusting to changes caused by the death.Anticipatory grief gives the family and friends more time to slowly get used to the reality of the loss. People are able to complete unfinished business with the dying person for example, saying â€Å"good-bye,† â€Å"I love you,† or â€Å"I forgive you†. Anticipatory grief may not always occur. Anticipatory grief does not mean that before the death, a person feels the same kind of grief as the grief felt after a death. There is not a set amount of grief that a person will feel. The grief experienced before a death does not make the grief after the death last a shorter amount of time. Some people believe that anticipatory grief is rare.To accept a loved one's death while he or she is still alive may leave the mourner feeling that the dying patient has been abandoned. Expecting the loss often makes the attachment to the dying person stronger. The third kind of grief is complicated grief. â€Å"Complicated grief is an intense and long-lasting form of grief that takes over a person’s life. It is natural to experience acute grief after some one close dies, but complicated grief is different. Complicated grief is a form of grief that takes hold of a person’s mind and won’t let go. People with complicated grief often say that they feel â€Å"stuck. †Ã‚  (â€Å"Complicated Grief†).The term complicated sometimes is referred to a factor that grief interferes with the natural healing process. There are many people that get stuck in this type of grief. The last type of grief includes the normal type of grief. In this normal type, the four phases of the grief process will occur. Whenever someone in your life passes away no one knows how you will respond or what kind of grief you will go through. This is how it happened with my friend Linda. When you get that phone call and someone at the end of the phone gives you news that you wish that you never had to hear is the most devastating event that can occur in one’s lifetime.My friend Linda received this phone call fifteen years ago. The caller l et her know that her son was involved in a single shooting accident and that he was found dead with a note next to him. After talking with Linda, I cannot imagine the pain that she had to go through. Knowing you lost someone in your family is one thing but losing a child that you brought into the world is another thing. Linda went through all stages of grief. She stated that when she went through the third stage she stayed in the third phase a long time. She stated that she cooked and cleaned and was in a â€Å"fog†.She said she cooked for days and threw food away. She did not know what to do with her time. Being a nurse, I knew she needed to be able to talk and vent. She stated she could not talk to anyone because in her religion it was known to be a sin to have committed suicide and therefore she dealt with this guilt on her own. After reviewing what disenfranchised grief is, I recognized my friend Linda. I also recognized that because of the stigma of suicide this was a ba rrier in the normal process of grieving. There may be different reasons for a barrier to occur.My dad went through a different kind of grieving process. My mom passed away after being on hospice for many months. The hospice nurse explained to all of us the stages of death and the stages of the grieving process. This led us through a positive grieving process. He went through the anticipatory grieving process. He planned the funeral; he said his goodbyes before she passed. He grieved for months. After my mom did pass away he grieved all over again. I grieved before my mom passed away and when she finally did pass, it took me seven months for the grieving to start again after she actually passed away.I felt guilty when I did not grieve when she died. I went into automation mode. I made the plans, I made sure the family was ok and I did not even shed a tear. This was my barrier. I needed to be the nurse and make sure everyone else was cared for. Seven months later, I had waterfalls of tears, and I went into a deep depression. This was a negative coping mechanism. The depression had to be treated clinically and therefore showed negative coping. It is strange how different people grieve. It is also strange knowing the right way to grieve and the wrong way to grieve.This scenario goes to show that no matter what your knowledge base is, it is how you react when it happens to you, or how you respond as a nurse to someone else. References Doka, K. (2012). Disenfranchised Grief. Retrieved from www. researchpress. com/sites/default/files/books/addContent/5160. PDF Hockenberry, M. , ; Wilson, D. (2007). Wong’s Nursing Care of Infants and Childrens, St Louis: Mosby Elsevier Wacker-Guido, G. (2010). Nursing Care at the End of Life. , 139, Boston, MA: Prentice Hall What is Complicated Grief, Retrieved from www. complicatedgrief. org/bereavement